Students’ Approaches to Learning and Teachers’ （学生的学习方法和教师）.pdf

Educational Psychology Vol. 25, No. 6, December 2005, pp. 673–680 Students’ Approaches to Learning and Teachers’ Approaches to Teaching in Higher Education * John T. E. Richardson The Open University, UK JohnRichardsonInstitute of Educational TechnologyThe Open UniversityWalton HallMilton KeynesMK7 6AAUKJ.T.E.Richardson@open.ac.uk000000December 20056 Educational Psychology200525Taylor and Francis LtdTaylor Francis Ltd0144-3410 (print)/0144-3410 (online)CEDP_A_134455.sgmOriginal Article10.1080/01443410500344720 Research into learning and teaching in higher education over the last 25 years has provided a vari- ety of concepts, methods, and findings that are of both theoretical interest and practical relevance. It has revealed the relationships between students’ approaches to studying, their conceptions of learning, and their perceptions of their academic context. It has revealed the relationships between teachers’ approaches to teaching, their conceptions of teaching, and their perceptions of the teach- ing environment. And it has provided a range of tools that can be exploited for developing our understanding of learning and teaching in particular contexts and for assessing and enhancing the student experience on specific courses and programs. The last 25 years have seen considerable developments in our understanding of how students set about learning in higher education. I contributed a literature review on this topic to one of the first volumes of Educational Psychology (Richardson, 1983), and writing that review was a key factor in the development of my own interest in the topic. Nowadays, the larger part of my professional work is concerned with exploring and evaluating the student experience (albeit within the distinctive context of distance education), and thus I had little hesitation in ide