Study On Xinjiang Junior High School Minority Students'Learning Styles And Chinese Reading Teaching Countermeasures

Since the beginning of the fall of 2004, Community of CPC of Xinjiang Autonomous Region and provincial People's government decided to establish Xinjiang junior high school for minority students in Urumqi, Karamay and other six education relatively developed cities,for the purpose of narrowing the gap of education levels in remote,impoverished areas. Students in agricultural, pastoral areas and remote poverty-stricken areas can receive high-quality basic education.What is more, inland senior high schools could have the access to get many top students.Chinese teaching in Xinjiang junior high school for minory students plays a fundamental role .Reading teaching is an important aspect of language teaching. Matching teaching and learning style is conducive to arousing the enthusiasm of learners to learn. Quality of teaching could be improved. Hailed as "the true basis of modern education." Learning style is a window of mental activity for learners to understanding in the learning process.The study in Urumqi City "Junior high school classes for minority students in Xinjiang" for 879 students study use Reid's learning style questionnaire as a research tool to understand the overall distribution of learning styles preferred , and different genders, different grades students learning style preferences. The causes are analysed and discussed from aspects of natural environment, culture, language factors and the level of cognitive development. The results showed that there is diversity in learning styles and integrated features. First of all, generally speaking, " Junior high school classes for minority students in Xinjiang " students feel more inclined to adopt kinesthetic and auditory learning style, most of them do not like the personal learning style. Second, male and female students in the learning style preferences show some significant differences. Boys preferred learning styles of individuals, while girls prefer group-based learning style. Third, students in different grades learning style preferences also exist certain differences.In a survey based on case studies, use interviews and observation to understand the match between learning style preferences and the teaching of reading in " Junior high school classes for minority students in Xinjiang ". The study found that the two do not match the existence of the phenomenon. In view of this situation, teachers should recognize and respect differences in learning styles of students under the premise of teaching the language of reading instruction targeted responses: to establish awareness of learning styles, for different gender, different students take the language of reading instruction measures to make teaching and learning activities to maximize student learning styles to adapt and improve the effectiveness of teaching.