The Study On English Differential Teaching Under Field Cognitive Style In High Schools Of Tibet Autonomous Region

Through reviewing literature on English Teaching of Tibet Autonomous Region, I find there is little literature about high school English teaching. At the same time, there is less literature about high school English differential teaching, especially when the high school English differential teaching is based on the background of cognitive style. So, I choose individual differences in the field cognitive style as my starting point to research high school English differential teaching of Tibet Autonomous Region. The reason I choose that is I want to create a new angle of Tibet’s high school English teaching and look for the disadvantages in the high school English teaching of Tibet. Then I will find out the reasons which caused those disadvantages and put forward constructive suggestion for the improvement of Tibet’s high school English teaching.I randomly choose to survey three high schools in Lhasa. They are Lhasa High School, Beijing High School and Jiangsu Experimental Middle School. All the three high schools divide classes by ethnic groupTibetan and Chinese, as well as some Tibetan students chooses to study in the Chinese class. Through the English score I collect, I obviously find that Tibetan students’ English score is relatively low. This phenomenon is largely caused by the studying of the third language. Here, compared with Chinese students, English is Tibetan students’ third language to learn. So during Tibet Autonomous Region, high school English teaching should pay more attention to the individual differences of students, then high school teachers suit the teaching methods to the natural ability of the students. By doing these, the two sides in the teaching can both get improvement.I adopt the “Mosaic Graph Examination Meter” which is revised by Beijing Normal University to carry on the investigation on students of three high schools in Lhasa. Then I classify these students’ field cognitive style through the investigation score.On the basis of the classification, I use spss20.0 to make a correlation analysis between the investigation score and their final English score. Through the output of correlation analysis, I find:①The number of Tibetan students is much more than Chinese students; the proportion of students’ gender is normal. ②The higher the Tibet Autonomous Region high school students’ investigation score is, the higher the students’ final English score is; Tibet Autonomous Region high school students’ investigation score is proportionate to their final English sore.③During the 686 students, field-intermediate Tibet Autonomous Region high school students make up for 63.7 percent.④The number of field-intermediate Tibetan students and the number of field-intermediate Chinese students accordingly account for over half of all the Tibetan students and all the Chinese students. Through the interview of English teachers in the three high schools, I find some problems existed in the high school English teaching of Lhasa:①The teachers’ teaching concepts is too traditional; they still adopt the traditional teaching model- “one-size-fits-all” and their teaching methods are very single.②The existence of College Entrance Examination makes some English teachers only pursue English score; Students’ individual differences and the value of these differences are neglected by those English teachers. Thus the teachers can not well know what their students’ studying needs.③The enrollment of students is different; students from the pasturing area has a weak English foundation, so they have a weaker confidence in learning English.④Students have a deficient grasp of English importance and they also lack interest in learning English.⑤From many aspects, Tibetan students have more pressure than Chinese students in learning English.Based on the theoretical analysis and the field investigation, I think English teachers should adopt different teaching strategies considering the students’ different field cognitive styles in three stages: preparing lessons, teaching and after class. Compared with the previous teaching strategy-“one-size-fits-all”, the new teaching strategies are more difficult for English teachers.Based on discovering and researching questions, I divide my paper into seven parts to discuss the high school English differential teaching under field cognitive style in Tibet Autonomous Region:The first part is the prolegomena. On the basis of briefing the problems existing in English class of Tibet high school and the necessity for carrying out differential teaching, I analyze the theoretical significance and practical significance of this research. The literature review of this part provides a sound theoretical foundations for the subsequent writing; It also provides content, ideas and methods for the research program.The second part mainly discusses the types of individual differences in high school English class environment of Tibet Autonomous Region. During the varied differences, the most obvious one is the difference of cognitive style.The third part discusses the relationship between learning style and cognitive style: students’ cognitive style directly influences their learning style. During the numerous types of cognitive style, the one people pay the most attention to is the field cognitive style. The field cognitive style directly affect the students’ English learning style. So, different field cognitive style:field-independence, field-dependence and fieldintermediate, will produce different learning style. Then this asks English teachers to know students’ cognitive style to develop English differential teaching.The forth part is the test of high school students’ field cognitive style in three high schools in Lhasa. I mainly adopt the “Mosaic Graph Examination Meter” which is revised by Beijing Normal University to carry on the test. At the same time, I collect the final English score. Through the correlation analysis between the test score and the final English score, I find the two scores are relevant.The fifth part, on the basis of the forth part, is to discuss how to develop high school English differential teaching by using students’ field cognitive style. I divide the whole teaching process into three stages: preparing lessons, teaching and after class. Aiming at the three stages, I put forward different differential teaching strategies considering the three field cognitive styles of students.The sixth part mainly highlights the revelation brought by high school English differential teaching under field cognitive style in Tibet Autonomous Region. The final part mentions the innovation and shortcomings of my paper.