A Comparative Study Of Middle School In-service Chemistry Teacher Learning Style

With the speed of the knowledge updating and the refining ofsocial labor division, learning has already become the importantmeans to knowledge-based society, and the life-long learning hasreplaced the lifelong education and became the new education trend.Imparting knowledge and educating people is the teacher’s duty, andthe professional development is the continuous, progressive andsystematic process, so after getting out of school, they must continuedoing their job by constantly learning, not only to get their owndevelopment, but also to promote the professional development.Learning is not so much results of change, than it is a process ofinquiry. In this process, learning style plays an important role. Thisresearch makes the learning ways of the high school chemistry teachersin-service (abbreviated the in-service teachers) as the breakthroughpoint, and want to explore the similarities and differences of thelearning styles among the in-service teachers and the relationship ofprofessional development through the research in different stages ofprofessional development of in-service teachers ways of learning.Through literature study, I definite the concept of the learning styleand make a questionnaire from two dimensions ofknowledge-perception and the knowledge-processing based on thein-service teachers process of learning. Through the questionnairesurvey, the research of in-service teacher ways of learning is made fromthe quantify. Using statistical software Spss18.0(Chinese version)quantitates the survey data, and the statistical methods mainly havesingle factor analysis of variance, correlation analysis, t-test and achi-square test.Research shows that, the characteristic of learning style which thein-service teachers have:(1) As a whole, serving teachers in knowledge-perception more stress to the theory, but not to experience;In the transformation of knowledge, in-service teachers use more inobservation reflection to internalize the knowledge which they hasbeen percepted.(2) Learning types have statistically significantdifferences among different professional development level ofin-service teachers, and have strong correlation with their professionaldevelopment level, but we can’t predict their professionaldevelopment degree through learning type of the in-service teachers.(3) The correlation has been existed between the knowledge learningcognitive tendency of in-service teacher and the choice of thelearning styles or their professional development level. But no significantdifferences have been showed between the teachers groupcommunication ways and learning behavior or professionaldevelopment.