A Study On Design And Effects Of Individualized Classroom Activities Based On Personality Differences

Personality difference is one of the most important factors that affect students’learning behavior and learning outcome. This thesis aims to design a series ofindividualized classroom activities on the basis of personality differences and toverify the positive effects of the newly-designed individualized classroom activities ina teaching experiment.The first part of this thesis focuses on two research questions:1) How to designindividualized classroom activities? Namely, what should be made clear beforedesigning individualized classroom activities?2) What individualized classroomactivities can be designed to conform to students’ personality differences? Based onthe connotation of individualized teaching as well as the theories of HumanisticEducation and Participatory Teaching, the author puts forward four major goals andthree main principles of designing individualized classroom activities. Followingthese goals and principles, a series of individualized classroom activities are designedeither to conform to students’ personality advantages or to amend students’personality weaknesses, including input classroom activities, output classroomactivities and input-output classroom activities.The second part of this thesis is to verify the positive effects of thenewly-designed individualized classroom activities. A teaching experiment isconducted for one semester. The subjects of the experiment are two classes fromJincheng College, one being Experimental Class and the other Control Class. After theexperiment, students from the Experimental Class are asked to fill out a questionnaireabout the results of implementing those individualized classroom activities. Both the data from the questionnaire and the statistics from the final exams of the two classesare analyzed. Through data analysis and class observation, some conclusions can bedrawn:1) individualized classroom activities designed on the basis of students’personality differences are able to promote classroom interaction to a certain extent;2)students’ interest in learning can be largely aroused by the implementation of thosenewly-designed individualized classroom activities;3) students’ participation inlearning can be encouraged more or less by those individualized classroom activities;4) students’ learning effect has been improved to some extent by the implementationof the newly-designed individualized classroom activities though the results in someaspects are not very obvious.Generally speaking, this thesis is of some significance to the increase of students’learning efficiency and the improvement of classroom teaching quality. However,there still exist limitations and shortages in this thesis which need to be improved infurther studies.