The Impact Of Cognitive Styles And English Learning Strategies On Junior High School Students' Academic Achievements

Under the new educational environment,the content of curriculum reform focuses more on the differences among students and on the needs of different student individuals for learning.The main place for students to learn is the classroom of the school.The main source of student knowledge is the teacher of the school.The student is the main body of the teacher for classroom teaching.In the process of learning English,students will use different learning skills,methods and methods to understand,digest,and absorb knowledge learned in different difficulties,different forms of problems and knowledge materials.The methods used by students can be seen.Writing is a learning strategy adopted by students in the learning process.The study of students' cognitive styles and learning strategies will help teachers to better master the academic situation and adopt more effective teaching methods and teaching modes according to their academic situation,so as to improve the quality of teaching and promote students' mastery of the learned knowledge.At the same time,it can help improve students' psychological mechanisms,promote their personal development,and enhance their creativity.Based on the existing research and theory,this article divides junior high school students' cognitive styles into three types,including field-independent,intermediate-type,and field-dependent.Learning strategies are based on the classification in the "class curriculum" and are divided into four categories.The academic achievement of the junior and middle school students in English is to take the average of their four exams,and to correlate these three variables in order to study the relationship between them.In this article,200 students from the third and fourth grades of Harbin Middle Elementary School in Harbin City were selected as subjects.They were asked to fill in the cognitive style questionnaire and the English learning strategy questionnaire.At the same time,their initial,monthly,mid-term and final exams were counted.The English test scores,then calculate the average,use SPSS to analyze the data.Research indicates:1.Junior high school students with intermediate cognitive style have the highest scores in English,and junior high school students with field dependent cognitive style have the lowest scores in English.2.There is a significant positive correlation between junior high school students'English scores and their learning strategy scores,control strategies,and cognitive strategies used in their learning(p<0.01);junior high school students' English scores and their resource strategies in learning There was a significant positive correlation(p<0.05);junior high school students' English performance was not significantly related to the communication strategies they used in their studies.3.There is no significant correlation between the cognitive styles of junior high school students and the learning strategies used in their English learning.4.There are no significant differences in the learning strategies used by junior high school students in the third and fourth school years.