本文评估了将基于动态系统理论的4MAT教学模型应用在高中教学中，对学生的英语阅读成绩有何影响。4MAT教学模型是由美国著名教育家McCarthy博士提出的教学模型。为了应对学生群体存在的学习风格和大脑半球偏好的个体差异，该教学模式提供了一种系统化的教学组织和教学方式。动态系统理论，简称DST，作为一种突破性理论指出语言和语言学习的发展并非是简单的线性过程，而是复杂的、动态的、非线性的。动态系统理论认为学生的初始状态在第二语言发展中起着重要作用。

受到该教学方法和动态系统理论的启发，本文旨在回答以下主要研究问题：（1）与传统的阅读教学方法相比，新的教学模式是否提高了全班的阅读能力？（2）与传统的阅读方法相比，新的教学模式是否对四种学习风格学生的阅读能力产生积极影响？（3）与传统阅读方法相比，新的教学模式是否得到了实验组学生的积极反馈？如果是，程度如何？

本文研究设计包含：两个组（实验组，对照组）、随机样本、两份问卷和四次阅读测试。本文的两组实验对象来自中国广东省某高中。本文的主要发现是：

（1）在高中的班级中，想象型学生所占比例最大，动力型学生所占比例最小；

（2）以班级为单位，对照组和实验班在后测中无显著差异。但实验结果表明，如果延长实验时间，显著性很可能出现；

（3）与对照组的四种学习风格学生对比，只有实验组的想象型学生的英语阅读能力得到显著提高；

（4）据观察四次阅读成绩的发展轨迹情况，无论是以全班学生或是以四种风格学生为角度，实验组的学生的阅读成绩发展情况均比对照组更好；

（5）实验组学生总体上对4MAT教学模式持高度肯定态度。

本文的研究发现都表明，对比传统方法，4MAT教学模式能行之有效地应用与高中英语阅读教学，不仅能提高学生的阅读能力，同时也能提高他们的学习兴趣。尽管本文作为试验性研究，笔者仍希望此次研究发现能对4MAT教学模式感兴趣的教师和学者提供一些有价值的参考，以备日后教学和研究所用。

This study evaluated when applying the 4MAT (4 Modes Application Techniques) Teaching Mode based on the Dynamic System Theory (DST) to senior high school teaching, what effect could be found on students’ academic achievement of English reading. The 4MAT Teaching Mode is an instructional model developed by Dr. McCarthy, a famous American educator. This teaching mode provides a systematic approach to organizing and delivering instruction that addresses individual differences of learning styles and hemispheric preferences of students. DST is a groundbreaking theory which states that language and language learning development is not merely a linear process but a complex, dynamic, non-linear process. Based on DST, students’ initial states play an important role in second language development.

Inspired by this teaching method and DST, this study aims to answer the following major research questions: (1) Compared to traditional reading approach, does the new teaching mode improve the reading ability of the whole class? (2) Compared to traditional reading approach, does the new teaching mode have positive impact on the reading ability of four learning styles’ students? (3) Compared to traditional reading approach, does the new teaching mode receive positive feedback from students in the experimental group? If yes, to what extent?

The design, which included two groups, randomized participants, two questionnaires, and four reading tests collected was implemented in this study. The participants of two groups were from a senior high school in Guangdong Province, China. The major findings of this study were:

(1) The Imaginative learners commonly were prevalent whereas Dynamic learners occupied the smallest proportion in a class of senior high school.

(2) No significant differences were found on whole class performance between CG and EG of whole class in the post-test. However, it showed high potential and if experimental time extends, the significance might well occur.

(3) Among the four learning styles, only Imaginative learners were found of significant differences between the two groups.

(4) In terms of trajectory of scores of four reading tests, students’ performance in the EG was better than that in the CG in terms of the whole class and the four learning styles.

(5) The 4MAT Teaching Mode received highly positive feedback from students in the EG.

These findings together suggest that the 4MAT Teaching Mode can be regarded as a better teaching approach than traditional approach. Tentative as the present study is, the author hopes that the findings will offer some valuable references to those who are interested in this issue.