主动和被动学习效率模型，以及learning styles分析模型

主动学习方式和被动学习方式：



被动式的学习和主动参与式的学习差别相当大。

learning styles 是西方心理学界和教育界目前很热衷的研究领域。目前被确认的有这么几种learning styles，对于每个孩子来说，每人身上都具备每一种learning style， 只不过，个人倾向不同。 这个孩子可能倾向于某一种或是某几种，而另一个孩子则倾向于另外的某一种或是某几种。

The LSA assesses 49 individual elements in the following six areas which are represented as layers of the pyramid. The first four of these layers can be described as biologically/genetically determined and the last two conditioned or learned:

1. LEFT/RIGHT BRAIN DOMINANCE: showing sequential or simultaneous brain processing strategies, reflective or impulsive thinking styles, and overall analytic or holistic/global learning styles
2. SENSORY MODALITIES: including auditory (hearing, talking, inner dialogue), visual (reading, seeing, visualising), tactile (manipulating, touching), and kinesthetic (doing, feeling) preferences
3. PHYSICAL NEEDS: identifying needs for mobility (preferences for moving or being stationary), intake (eating, nibbling, drinking, chewing, etc), and time of day preferences (personal bio-rhythm)
4. ENVIRONMENT: revealing preferences for sound (needing music/sound or wanting it quiet), light (needing bright or dim lighting), temperature (needing cool or warm), and work area (wanting formal or informal/comfortable design)
5. SOCIAL GROUPINGS: including preferences for working alone, in a pair, with peers, or in a team, and authority (wanting to learn with a teacher or a parent)
6. ATTITUDES: showing motivation (internally or externally motivated for learning), persistence (high, fluctuating, or low), conformity (conforming or non-conforming/rebellious), structure (being self-directed or needing directions, guidance from others), variety (needing routine or changes/variety)

每个孩子都具有其独特的学习能力和学习特性，作为家长，不断的观察了解自己的孩子，找到孩子们喜欢，感到舒服，有效率的学习环境和学习方式， 而不是生搬硬套别家孩子的方式方法。