An Empirical Study Of The Cognitive Effects Of Different Teaching Methods On University Students

Quality is the lifeline of higher education, the teaching method in Colleges and universities is an important factor that affects the quality of teaching in Higher Education. Classroom learning efficiency of students is an important index to reflect the quality of teaching, the students master the knowledge point of view, the teaching process include attention, perception, understanding, maintaining and using a series of cognitive stage, the teaching method is the basic conditions for a cognitive object. Law teaching method can adapt to students’ cognitive activities, will greatly improve the efficiency of student learning, cognitive development, otherwise it will hinder the students’ learning efficiency, reduce the learning efficiency. In this study to explore the effect of the teaching method of classroom learning efficiency of students as the starting point, to Bloom’s taxonomy of educational objectives and the related theories of cognitive psychology knowledge as the foundation, through the teaching experiment, the empirical analysis of teaching method and the traditional method group discussion teaching and learning effect of students’ cognition, analysis and the correlation between the two teaching methods and students’ cognitive styles. First of all, through classroom observation, inquiry of two kinds of teaching methods students’ attention; secondly, according to the teaching content design of questionnaire, analysis of differences between the students of two teaching methods of teaching contents of memory, understanding and application level; finally, a correlation between cognitive style and teaching methods for students and study results were analyzed, matching of different cognitive styles and teaching methods. The ultimate purpose of this research is to provide a scientific basis for the reform of teaching methods, enrich the theoretical basis of teaching design, so as to improve the students’ classroom learning efficiency.The conclusion of the study shows that: in the use of teaching methods, students’ attention on the relatively low level of students’ understanding of the teaching content, higher than the memory in use discussion method; classroom teaching, students’ attention is kept at a relatively high level of students in the teaching content, the understanding of memory is slightly higher than in the maintenance and attention; on the teaching content of memory, discussion method is obviously better than teaching method; influences the understanding and application of two kinds of teaching methods to the teaching content of the difference was not significant. Analysis of correlation between cognitive style and teaching methods of the results show that, for the field independent cognitive styles of students, different teaching methods on the learning effects exist significant differences in the impact of cognitive style, field independent students can achieve better learning effect in the discussion in the classroom; the field dependent cognitive style students, effects of different teaching methods to study the effect of the difference is not significant.