师生认知方式与藏族双语儿童学业成绩关系研究

以藏族双语儿童和任课教师为被试，采用北师大心理系编制的CSFT工具，测查了师生认知方式相互作用对双语儿童学业成绩的影响，研究结果表明：师生认知方式的相互关系对学生的学业成绩有显著的影响，这种影响与学科性质、学习任务有关；双语儿童的认知方式是影响其汉语文、数学成绩的重要因素；不周性别师生认知方式的相互匹配对其汉语文的学习有显著影响；师生认知方式的相互作用对双语儿童学习成绩的影响并非是线性的，师生间性别、认知方式相互作用都是影响双语儿童学业成绩的重要变量。

A Study of the Relationship of Teacher-Student Cognitive Style Interaction and Tibetan Bilingual Children's Academic Achievement

This study explored the influence of the teacher-student cognitive style interaction on the bilingual children's academic achievement, by means of the CSFT developed by the Department of Psychology of Beijing Normal University. The results showed: The interrelation between the teachers' cognitive style and the students' cognitive style had a significant influence on the students' academic achievement, varying from different kinds of subjects and learning tasks; bilingual children's cognitive style was an important factor for their Chinese and math achievements; The match between the cognitive styles of the teachers and students of different genders had a great influence on the students' Chinese achievement; the influence of the teacher-learner cognitive style interaction on the bilingual children's academic achievement did not show a linear pattern; the teacher-student gender and cognitive style interaction was an important variable for the bilingual children's academic achievement.