Junior High School Students The Language Learning Styles Survey And Teaching Countermeasures

With international individualized teaching trends and the impact of Humanistic Psychology,American scholar Harbert Thelen (Herbert Thelen) was first proposed in1954, saying oflearning styles. Sixty years, learning style instructional psychology, learning theory andteaching of subjects of common concern and explore an important subject, known as "the realfoundation of the modern teaching”. Our research on learning styles focused on the individualelements of the learning styles and types of mostly theoretical introduction, the few empiricalstudies, Combined disciplines Teaching students learning style is even more rare.Systematicallyexpounded the theory of learning styles based on the junior high school students to learnchinese, Study different learning styles of students learning differences in the way andPreference for chinese teaching, For carry out chinese teacher the teaching style and studentchinese study style of organic match, the reasonable carries on the teach according to his abilityto have the realistic meaning.The thesis is divided into six parts:The first section describes the significance of the research and the research status at homeand abroad.The second part of the learning styles of literature, mainly from the concept of learningstyles to define the elements of learning style, learning style model, influencing factors of juniorhigh school students learning styles, learning styles and teaching styles interaction aspectstheory laid a theoretical foundation for the study of junior high school chinese learning style.The third part mainly through a questionnaire survey of junior high school chineselearning style status quo, Through the investigation of the various elements of learning stylesand students favorite teachers teaching style analysis, Research junior high school studentslearning style differences and preferences of chinese teaching methods, Teaching for chineseteachers to select appropriate teaching methods, provide the fundamental basis for thedevelopment of appropriate teaching strategies.The fourth part is based on the above research, combined with the characteristics of thejunior high school chinese learning, the author proposes the following education reform:(1)According to the physiological preferences of students purposefully arranged teaching;(2) different students different target;(3) the face of all students, to construct a balanced match(lost) with teaching mode;(4) adopt flexible teaching methods, Raise the interest that thestudent studies chinese;(5) constantly improve teaching style to make teaching styles andlearning styles of student complement each other;(6) to adjust the standards and methods oflearning assessment;(7) after-school tutoring flexibility. Also describes specific teaching cases.The fifth part is to analyze the teaching effect is concerned about the students chineselearning style differences. Questionnaire through the issuance of Teachers, Understandingteachers use of learning style theory to guide their teaching and the results achieved;throughinterviews with students, learned that the students under the guidance of teachers overcomelearning difficulties, improving own learning, experience to the joy of learning.Part VI is a summary of the study, while summing up the conclusions of the lack ofresearch and the vision for the future. Teacher’s attention to student learning styles, teaching hasimportant theoretical and practical value, is worth teachers discussed the important areas.In summary, through junior high school chinese teaching based on the theory of learningstyles, enabling front-line teachers to find new ways of an individualized help students withscientific theory to guide their own learning, to improve the way students learn, improvestudent learning efficiency of the student’s chinese learning interest and enthusiasm has beensignificantly improved.