Cognitive Style, Individualized Instruction Based On Case Studies

The theory"teach students in accordance with their aptitude"was more and more put up by the education sector recently .So ,"Individualized instruction"has been known by people with a new attitude. Especially in the national science education conference in 2010,there are 20 primary and secondary education special research projects, and the eleventh was teaching students in accordance with their aptitude and individualized instruction in primary and high school math education. This article did not comprehensive account of individualized instruction. It is on the basis of the students'math learning situation and cognitive style , then take appropriate teaching method , so that the students develop the learning,cognitive,good habits and way of thinking , thereby make themselves progressive . So this article mainly discusses problems according to the following aspects: ( 1 ) Preface. It mainly discusses the necessity importance and innovation of this research project. (2)The review of individualized instruction. On the basis of discusses the definition of individualized instruction, make a brief description of the research situation at home and abroad today. We can understand the current form simply.(3)Theory support. First, it introduced the definition and the types of cognitive styles. Then it descript the relationships between cognitive styles and thinking,academic orientation,learning style,problem solving ability. ( 4 ) Individual case studies and analysis. Choosing one or two students to do a experimental study. Then it analyze the results and obtain concludes.(5)Finally,it summarizes the authors work done throughout thearticle.Discusses the inadequacies of the article. Look ahead the future research directions.This paper focuses on the cognitive style and the relationship between mathematics learning. And teach students by individualized guidance based on the students cognitive style and math learning condition. Observe the students at problems in doing, thinking, answer questions and other aspects of performance and change in the study.