The Transition Of The Teacher's Teaching Style And The Experimental Research Of The Relationship Between Students' Learning

With the development of the social and the improvement ofhuman civilization, people have more and more concerned about theeducation.Whether in the daily teaching practice, or in the educationreform, teachers as the leading force in education have played acrucial role. Nowdays, people have more concerned about the qualityof teachers and have higher requirements for teachers,such asemphasising on the development of teachers personality.As aresult,researchers have more attention about teaching style, teachingstyle is not only the needs of teachers development, it also influencesthe students.The researchers have yielded substantial results, but there are someshortcomings which are as follows. Firstly,among previous studies,teaching styles are almost self-evaluated by teachers, not by thestudents. Secondly, most previous studies are qualitative and lessempirical. Finally, few researchers do research on teaching style fromthe perspective of teachers development. This study explores thechanges of teaching style and the relationship with students learninginterest, learning efficacy, academic achievement by using literature,interviews, observation, and experimental method.The study includesthree main parts:Firstly, make interviews with teachers and students in the secondaryschool about teaching style.Secondly, intervene the teachers teaching style by using themethods from the former interviews, to explore the changes of teachingstyle and the relationship with students learning interest, learningefficacy, academic achievement.Thirdly, summarize the results of the research, and give some suggestions, analyse the disadvantages of this research.The main conclusions of this study are as following:Firstly, from the interviews with teachers about teaching style, weobtained some effective methods to intervene the teachers teachingstyle, including typical model, self-reflection, expert guidance andfeedback.Secondly, intervene the teachers teaching style by using fourmethods, after the intervention, teachers teaching styles from fourdifferent subjects have improved, mainly in the three dimensions,suchas the strict-logic, love-sharing, innovation-explore.It means that theintervention of the teachers teaching style is effective, and the fourmethods (ie, expert guidance, typical model, self-reflection, feedback)are effective.Thirdly, after the intervention, students interest, the positive efficacyand academic achievement have improved. It means that theteachers teaching styles have influence on the students learninginterest, positive efficacy and academic achievement.