An Empirical Study On The Relationship Between Pre-service Teachers' Learning Style And Learning Performance

Teachers are the base of the education plan.Both the qualifications of the teachers themselves and the overall quality of the education team are closely related to the quality of future education.The formulation of policies at home and abroad can show that teacher education has a status and role that cannot be ignored in the world of education.As an important part of teacher education,pre-service teacher education has always been one of the hot topics in teacher education.According to previous studies,students' learning performance has a certain correlation with their chosen learning style.However,for teacher education,there is a lack of specialized research on pre-service teacher learning styles,and most studies on learning performance only stay on academic performance.Therefore,this study uses pre-service teachers as research subjects,and references the learning styles and learning performance at home and abroad.Based on Kolb's learning style theory and Kirkpatrick's performance evaluation model,it combines domestic and international standards for teacher professional development standards.In this study,we used the methods of literature review,questionnaire survey,and interview to study the current status of pre-service teachers' learning styles and learning performance,and explored the reasons for the differences in learning styles and learning performance of pre-service teachers,and the differences between their relationships.By analyzing the results of the data,combining the theoretical basis of the relevant literature and the results of the interviews,the author puts forward specific suggestions for pre-service teacher training institutions,instructors,and pre-service teachers themselves.In this study,the Kirkpatrick performance evaluation model was first used as the theoretical basis,combined with the survey visits of pre-service teachers,and a questionnaire on learning performance measurement for pre-service teachers was compiled,and there was a good reliability and validity test.Afterwards,the questionnaire survey method was used as the main research method.594 pre-service teachers were sent Kolb learning style measurement questionnaires and self-made pre-service teacher learning measurement scales.The questionnaire data were collected and analyzed.The results of the analysis show that: First,in the formation of pre-service teachers' learning styles,the abstraction of the conceptual ability is the highest and the actualization of the empirical ability is the lowest;analysis of the demographic variables reveals that free students are in the abstract.The conceptualization ability is significantly better than that of the non-free teacher-training students;the reflective observation ability of non-student pre-service teachers is significantly better than that of student pre-service teachers;urban pre-service teachers are abstractive,but rural pre-service teachers are proactive.To significantly outperform pre-service teachers in rural areas,the pre-service teachers in the fourth-grade pre-service teachers are significantly weaker in abstraction concept ability than pre-service teachers in grade one and pre-service teachers in grade three.The reasons for these phenomena may be that the pre-professional teacher training course is theoretically oriented,the free normal student courses pay more attention to the cultivation of teaching skills,the non-student cadres' pre-service teachers have more time for free reflection,and the difference between urban and rural pre-service teachers in educational input cognition.There are many aspects of the follow-up learning of pre-service teachers in cities.Secondly,the demographic variables of pre-service teachers' learning performance scores were analyzed.It was found that free normal students were significantly superior to non-free teachers' students in evaluating their feelings;pre-employed preschool teachers were significantly superior to non-only children in behavior promotion and outcome output.Pre-employment teachers;Pre-service teachers serving as student cadres are significantly better than non-student cadres' pre-service teachers in knowledge transfer,behavioral improvement,evaluation experience,outcome output,and overall learning performance;The change is significantly weaker than the pre-service teachers in the fourth grade.The reasons for these phenomena may be that the free normal students have stronger professional identity,the one-child positive personality traits are better than the non-only children,and the student cadres have more opportunities to contact professional teachers and obtain guidance and help with good personality traits,and the ‘second year low tide' phenomenon.Finally,the author analyzes the relationship between pre-service teachers' learning style and learning performance,and finds that there is a certain relationship between pre-service teachers' learning performance and their learning styles.Pre-service teachers with different learning styles have differences in the level of informed change,assessment feelings,and overall learning performance.After the LSD test,pre-service teachers with a conforming learning style are more knowledgeable than pre-service teachers with a divergent learning style and an assimilation style;pre-service teachers in the adaption;earning styles are higher than those in the assimilation learning style.Pre-service teachers with divergent learning styles are higher than pre-service teachers with assimilating learning styles and assimilating style;pre-service teachers with a conforming learning style must have a higher learning performance than pre-service teachers with an assimilation-style learning style.The existence of these phenomena may be due to the effect of practice on the subject consciousness,the influence of conscious individualized learning on learning efficiency,and the behavior practice on knowledge internalization.Researchers analyzed the causes of pre-service teachers' learning styles and learning performance data,combined with interviews with some pre-employment teachers,summed up that current pre-service teacher education does not attach importance to practical courses,and pre-service teachers acquire educational resource gaps.The negative influence of family capital on pre-service teacher learning,teachers' lack of understanding of students' actual conditions,and lack of understanding of the development dimensions of pre-service teachers themselves.In response to these problems,in light of the actual needs of the pre-service teacher's learning and development,the researcher put forward operational suggestions from multiple subjects in pre-service teacher education: School departments must first attach importance to practical curriculum arrangements and strengthen communication with primary and secondary schools.Cooperation,at the same time,the implementation of the ‘dual-master system' in which professional teachers and primary and secondary school teachers jointly guide the development of pre-service teachers;schools and colleges also need to investigate the actual needs of pre-service teachers,and improve the curriculum of non-fee free-standing teachers.Their educational practice cooperates with other colleges and enjoys common educational resources;teachers who teach pre-employment teachers need to understand the pre-service teachers' learning ability and tasks,make arrangements for extra-curricular learning and practical work,and guide pre-service teachers to view correctly.The influence of family capital on the pre-service teachers' learning is to achieve the disparity of difference.The pre-service teachers themselves should also have a positive attitude in learning,understand their own professional development standards and serve as learning objectives,and adjust themselves to the appropriate learning tasks.Your own learning methods and learning strategies to reduce the interference of solidified learning styles Preservice teachers to enhance the overall quality of the overall development objectives.