Cognitive Differences In The Impact Of Classroom Teaching Design

Under the guidance of the quality education concept, our education cannot simply by selects talented person for the purpose, it concentrates more on all student's development and the all-round development of students, it advocate that in education we should be to leave the student more time to spend on their own, thus more requirements for teachers to improve teaching efficiency, the more in less time to obtain more progress and development. So, under the education background of quality education comprehensively promote, how to use of classroom teaching methods to better promotes all student's development and the all-round development of students, Education research workers are all research hotspot problem. Is the hotspot problem for all education research workers.This topic is derived from the thinking of how to improve teaching efficiency under the education background of quality education. And then put forward this research thought "classroom teaching design based on the guidance of cognitive style difference", hope to explore the enlightenment to classroom teaching design brought by cognitive style difference In the topic we choose Leveling and Sharpening this cognitive style and research Junior middle school geometry teaching as an example, we have studied the influence on learners' geometric study based on cognitive style differences, through the empirical research, we obtained the relation between Leveling and Sharpening cognitive style and learners geometric study, and the conclusion that how the two different cognitive style effects on learners' geometric study. Comprehensive research results and the existing research at home and abroad, we summarized the general revelation to teaching based on cognitive style difference, and the enlightenment to geometric classroom teaching design brought by cognitive style difference, finally, designed specific teaching design to demonstrate the usefulness of it.