| With the deepening of the national new curriculum reform,our geography teaching ideas have taken place in many ways.Now we pay attention not only to the integrity of subject knowledge system but gradually to the development of all students' cultivation of the geographic literacy.People-oriented humanistic education is becoming more and more popular,this requires the teacher on the one hand,pay attention to different students' individual differences,in meet the personalized needs of different students in the teaching process,and on the other hand,considering the development of students' lifelong learning ability during their teaching.Under the background of collective teaching system,how to teach students in accordance with their aptitude,meet their personalized needs,carry out individual teaching while dealing with students' differences are very urgent.In the past,the research based on cognitive style is from the view of the relationship between cognitive styles and students' academic performance,emphasize the relationship between the cognitive style type that the student reflect on learning a certain subject or a certain part of knowledge and the amount of knowledge that the student have learnt,or explain the relevance between the engagement of learning in class and the cognitive style type.There is no in-depth analysis about the differences that the students with different cognitive style type have in the process of learning.In this paper,on the basis of previous research,I combined the education psychology theory of field cognitive style design with the geography classroom teaching,trying to find a way to complete individualized teaching methods successfully in the context of collective teaching system.This study based on American psychologist Whit Gold " Embedded Figures Test " to distinguish students' field cognitive style,and then through geographical graphic interpretation test,individual interviews and other methods to do the research of the relevance between the students' cognitive style type and geographic study,find out the distinction of the student's geographical study with different cognitive style through the data analysis,as the proof of the theory work for the geography teaching.Research results show that although there's no obvious proof that students' cognitive style types has anything to do with their geographical study result,students showed obvious difference in the process of geographical materials.Field independent model students have certain advantages in more complex graphics information acquisition and analysis,while field dependent type students have significant advantages when there are many more terms in a graphical performance.There is possibility that two cognitive styles' students doing the same subject are both draw the right result,but their solutions are quit different.Meanwhile,if the two styles students come with the wrong result on the same topic,the reason might be quite different too.So the results of the study show that despite the differences of the methods and characteristics of the process of thinking and information processing method,through intensive training,regardless of the cognitive styles of students can master some basic skills of problem solving method and get good grades.So in the process of teaching,teachers should pay attention to distinguish the types of students' cognitive style,in the daily teaching through different types of class activities,different homework designs and so on,train the students in the emphasis and difficulty in the process of classroom teaching.So that different cognitive styles of students can all get their development.Ultimately achieved the goal that the needs of different cognitive style students can be met in the same class,make each student's abilities improved through classroom learning and the training of the homework,enhance students' self-efficacy,interest in learning geography and self-confidence,and the development of students' geographic literacy. |
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