学习方式的变革是当下正在进行的基础教育改革的重点之一，同时也是高中阶段的教育改革的核心。由于各个学段学生的年龄特征、个性偏好等方面的差异，学生既有的学习方式各有各的特点。尤其高中学段的学生，目前国内大多数高中在学生高中二年级或三年级后采用文科、理科分班教学。相对于理科生，文科学生的主观性和形象思维能力较强，对文科的兴趣更浓厚，这些特点让他们即使在共同学科的学习上，学习方式与理科学生也可能迥然不同。目前面临文理科分流时，选择理科的高中学生大大多于选择文科的学生，因此很多高中校就把教学的重点放在理科班，而对文科班的教学就相对降低了关注程度，出现了一系列问题，比如文科班的语文教学与理科班几乎没有任何差异，导致文科班学生得不到能满足个性需求的学习。针对这些问题，北京师范大学第二附属中学的文科实验班十年来做了大胆的尝试，在语文学科的教学上形成了《语文学科课程改革方案》。本论文以北师大二附中的文科实验班为调查研究基地，就普通高中文科班学生的语文学习方式这一问题对该校学生进行了访谈和问卷调调查，并将统计数据与该校理科班学生的语文学习方式的调查数据进行比较。调查发现文科学生普遍对语文学习更感兴趣，在语文学习上花费的时间和精力相对更多，在语文学习中所体现出的自觉性和自主性更强；更重视在语文学习过程中的收获和乐趣，而对语文学习与应试的关系相对不很关注；喜欢面对语文学习中难度较大或能够发挥其创造性的任务；更为期待与语文教师和同伴进行交流、分享；对语文教师的要求和对语文教学的期待值高，要求语文教师对其他学科有所涉猎，期待语文课堂教学突破教材，进行广阔拓展。因为语文学习方式和教学方式之间存在相互影响的关系，这一方面说明教学方式对学习方式有一定的塑造力和影响力，同时另一方面也在提醒转变学生的语文学习方式，需建立在承认和尊重学习者各自独特的既有的语文学习方式的基础上。这就要求高中文科班的语文教师对文科学生特有的语文学习方式表示关注，并在此基础上对教学方式进行调整，以期最终帮助学生在自主、合作、探究三个维度上有所提升，并实现学习方式的多样化。

The transformation of the learning style is one of the emphases of the basic educational reform presently, and it is also the core of the educational reform in high school. Because of the differences on age characteristics and personal fancy of the students at different study phases, each study style is particular, especially the learning style of each student in high school. In our nation the students in most high schools are separated into two different ways that are the science direction and the liberal art direction when in High 2 or High 3. Compared with the science direction students, the students of liberal arts class often have stronger subjectivity, and better image ideation, and are more interested in the art curriculums. These characteristics bring them different learning style from the science students even on their common subjects. Facing the direction choice, most high school students now tend to choose to go to the science class, which makes some high schools take their focus on the science classes teaching only, while the teaching of liberal arts classes are often despised. For instance, the Chinese teaching in the liberal arts class is almost the same with the teaching in the science class, which cannot meet the desire of the liberal arts students’ special need. To deal with these problems, the experimental liberal arts class in the 2nd Middle School Attached to Beijing Normal University has tried to reform their educational style during the past ten years. And on the Chinese teaching aspect, their own Chinese Curriculum Reform Plan has been worked out. This paper takes the experimental liberal arts class of the 2nd Middle School Attached to Beijing Normal University as the investigation base, investigated the Chinese learning style of the liberal arts students in general high school by questionnaire and interview. Then the result of the investigation was compared with the data about Chinese learning style of the science students of the school. The investigation shows that the liberal art students are more interested in Chinese learning, so they would love to spend more time and energy on that comparatively. And they are more self-conscious and more self-determined in Chinese learning. They pay more attention on the gain and joy in the process, while not so care about the relationship between Chinese learning and the tests’ result. They prefer to deal with more difficult and creative tasks and expect more communion and share with their teachers and partners in Chinese learning. And also they have higher requirements for Chinese teachers and Chinese teaching, which they want their teachers to own more knowledge on other subjects, and the Chinese class teaching could go beyond the textbooks.The interactional relationship between Chinese learning style and teaching style suggests that Chinese teaching style can shape and influence the learning style to some extent for one side, and for the other side, to transform the students’ Chinese learning style should admit and respect what kinds of learning style the students already have first. That demands the teachers of liberal arts class in high schools take focus on what special Chinese learning style their students have, then adjust teaching style. The final goal is to help the students advance on the three dimensionalities of learning style and achieve the diversification of learning style.