A Survey On The Correlation Between Cognitive Styles And Information Technology In Junior Middle School Students

As an individual, organization and information representation of a preference, habitual way, cognitive style play an important role in terms of quality and influence student behavior. But in actual junior school information technology education and teaching work, study on cognitive style students can provide basis for valuable reference for teachers, making the teachers in learning and mastering the theory of value, taken with the learners’ cognitive style to adapt teaching strategies. To explore the characteristics of different students cognitive style guidance and teaching methods, optimize the teaching effect to the maximum extent, promote the development of students.This study from the field independent/dependent cognitive style of study, methods, discusses the field cognitive style and low grade students information technology academic achievement correlation.Based on the study of students’ field-dependent cognitive style based independent basic theory field, select Nanjing Zhenghe foreign language school students of grade one in 240 people (6 classes), grade 240 students (class of 6) a total of 480 human subjects, of which the first three classes in each grade as the experiment class, after the three class for the control classes. According to the grouping of the subjects embedded figure test scores of students cognitive style, respectively to determine the score 26% before the field is independent, after 26% score for field-dependent subjects, other scorers for intermediate subjects. Experimentally measured before each grade all the students in the first semester when information technology achievements, combined with the students’ cognitive style analysis and statistical processing of data, using statistical tools, the information technology theory, computer and software operation, integrated production three results and field independent cognitive style, field dependence relationship, and according to the analysis of the classroom teaching of information technology gives the corresponding teaching strategies. Teacher A was proposed according to the upper stage for the field cognitive style teaching strategies to improve teaching in the experimental class for one semester, teachers B still teaching thought the original charge of the control class, the last in the final again when the students collected the experimental class and the control class student information technology results, analysis of data related to the experimental class and the control class the theory of information technology, computer and software operation, making three the statistical results, obtained the following conclusions:1. Junior school students overall between cognitive style and there was no significant difference between students of different gender, cognitive style interaction is not obvious.2. Field independence number of junior middle school students of junior middle school students more than field independent students, less than a month, there was a significant difference between the low grade junior high school students of different grade field cognition mode.3. Comparison of different cognitive styles of students produced an average score of three part in information technology theory, operation and, are field independent students scores the highest average score, score field dependent students the lowest average score, and there is significant difference.4. Field independent students achievements in boys than in girls, there was no significant difference, operation results, making the scores are girls than boys, significant difference; field middle students’ scores are girls than boys, but the difference was not significant; field dependent students theoretical results and operation results are boys than in girls, making the score is girls than boys, the difference is not significant.5. Field independent students information technology theory, operation, making three results are higher than the students in grade one and grade two students, there were significant differences, field dependent students scores are higher than the second grade students of junior middle school students, and the difference was significant.This paper deeply analyses the low grade junior high school students cognitive characteristics causes, gender, grade and field cognition mode correlation, and cognitive style, sex, grade and information technology theory, operation and making three part achievements correlation, and improve the students’ academic achievement in information technology is the improvement of teaching to the students individual development strategy and improvement suggestions.