Combination Of Cognitive Style Characteristics Of Students Of Explore Vocal Music Teaching In Normal Mode, The Stategy

The vocal music instructional mode of normal university still remains to the follow instructionalmode of the professional conservatory------which is the traditional instructional mode"one for one".Thereforms of the vocal music instructional mode in our contry have been beginning since the eighties last century,but it's effects are only to present some changes limited on instructional forms, it couldn't explore the reform on students' characteristic psychology, because in the course of students learning ,it would make different demands to instructional mode and teaching strategy for students' information receiving style, the different cognitive style. So, the main purport of this study is how to we shoud carry out the vocal music instructional mode and stategy on the basis of students' cognitive style to expect batter teaching effects.Based on the research of the relation between teaching stategy and the cognitive style of field-independent and field-dependent,this research commences the difference of students' cognitive way. talking the vocal music study as an example, and discusses the influence caused by students' cognitive ways and instructional mode, teaching strategy upon the vocal music teaching through the expirical research. The key lies in the influence that the different teaching strategy and instructional mode conducts in the learning effect of the same students, So that, vocal music teachers could choose suitable teaching strategyies instructional mode properly and promoted 'the teaching effect according to the teaching materials and students' diffirent cognitive ways. Thus it could be done to teach reasonably depending on the actual situation. Results of the study indicate as following:A. In the vocal music teaching, the students with various field cognitive styles have different learing effects. Generally speaking, the students with field-independent style learn better than the ones of field-dependent.B. A certain relation exists between teaching stategyies and students't cognitive styles. The learning results of students with the same cognitive style are unlike different teaching stategies.Analytical explaining stategy of paying attention to cognition and giving consideration to performance, analytical training stategy of interior intention,and directional strategy of works analysis are even applicable to those students with field-independent cognition. Entire explaining strategy of stress on performance and giving consideration to cognition, analytical training stategy of external intention, and directional stategy of sensing overall works are still suited to those students with field-dependent cognition.C. The different of teaching results adopted different teaching stategies and modes are evident between examined and controlled groups composed of students with field-independent cognition. The differences of teaching results employed different teaching stategies and modes are not obvious between examined and controlled groups made up of students with field-dependent cognition.D. The test achievements of students with field-dependent cognition on controlled group are better than students with field-indipendent cognition. This indicates that the teaching method of stressing demonstration and imitation is still more applicable for students with field-dependent cognition, because of this method provides students with audio-visualsation and mainipulation, and emphasizing obvious external requests and control rules. This is appropriate to the specificities of the students with field-dependent cognitive style,especially makes it up to the limit on their cognitive style.