Analysis Of Students' Differences Over Biology Learning Styles And Research Of Teaching Countermeasure In Shanghai Senior Middle School

New curriculum reform has advocated transforming learning approaches and respecting students' difference and main body. The transformation of learning approaches is bound to be realized by means of differentiated instruction which emphasizes difference. The significant basis of carrying out differentiated instruction is students' different types of learning styles. The goal of this investigation is to research students who have different types of learning styles with a partiality for teaching methods of biology and the differences of learning approaches . It has the practical significance for realizing the organic match of biology teachers' teaching styles and students' learning styles of biology, and achieving the goal of teaching students according to the their aptitude.With reference of literature analysis, theory research is carried out by analyzing six aspects: current situation of research at home and abroad, concept definition of learning styles, constituent elements of learning styles, the theory of Kolb's learning styles, different models of learning styles, influence factors of students' learning styles .It has established theory basis for the research of biology learning styles of senior middle school students.The information was collected mainly via questionnaires. The object of the investigation were students in grade two from two municipal key senior middle schools, three regional key senior middle schools and one technical secondary school. The purpose is to survey the present state of biology learning styles of senior middle school students which concludes the types and distribution of learning styles ,constituent elements of learning styles , a partiality for teaching methods of biology and the differences of learning approaches. It provides fundamental basis for the choice and application of teaching methods and teaching strategies.From four aspects of the distribution of Kolb's learning styles, physiological elements, emotional elements and social elements, related conclusions can be drawn as follows.(1) In Kolb's learning styles distribution of senior middle school students in Shanghai ,the proportion of the reflectors is the biggest of all, while the one of the pragmatists is very small. Learning styles and the condition of school are not interrelated with one another.(2)Great significance was found on gender differences in Kolb's learning styles distribution of senior middle school students. The proportion of girl students is bigger than the one of boy students in reflectors and activists.(3) Great significance is found on liberal art and science difference in Kolb's learning styles distribution of senior middle school students. The preponderant discipline is liberal art for the reflectors, and science for the theorists and pragmatists. The activists have no preponderant discipline.(4)There is great significance on the ability of observing organism and life phenomenon and the ability of operational capacity for the four types of Kolb's learning styles. The pragmatists have higher score than any other type on the two ability above.(5) There is great significance on the way of assessment approaches which reflect their own biology learning ability. This conclusion reflect that senior middle school students need the diversity of assessment approaches. The choice of those approaches and different typesof learning styles are interrelated with one another.(6) Great significance is found on the best way to understand the biology knowledge for the four types of Kolb's learning styles. These differences and different typesof learning styles are interrelated with one another. (7) There is significance on gender differences for the senior middle school students with the partiality for the learning time. (8) Perceptive styles of the senior middle school students are not only diverse but also inter-disciplinary.The perceptive styles and different levels of schools are not interrelated with one another.(9)In term of the ability of observing organism and life phenomenon and the ability of operational capacity ,Kinesthetic learners are better than any other learner. In addition ,auditory learners are inferior than the other two.(10) The senior middle school students' learning motivation for biology is not strong. The level of learning interests should be raised.(11) The senior middle school students in shanghai are inclined to learn in company with others.Based on the conclusions mentioned above, the proposals about educational reform are put forward as follows:(l)experiential learning theory is applied to biology pedagogy which is carried out in the cyclical course of Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation.(2)biology teachers should expand and balance their own learning styles, and provide diverse learning circumstances for students who have different types of learning styles. The four aspects should be organized in different combination ,which can ensure every student have excellent performance with their own preponderant learning styles .Moreover, the learning ability with the inferior learning styles should be cultivated.