个体认知风格论文

个体认知风格论文（共4篇）

个体认知风格论文 篇1

估算,也称为计算的估计能力,是个体未经精确计算而仅借助原有知识对问题做出粗略答案的一种估计形式,是数概念、心算和算术计算技巧间相互作用的过程。估算能力作为数学能力的基础和核心成分在计算工具日益普及的今天发挥着越来越重要的作用,而能否恰当运用策略是估算过程的关键。研究者已发现个体会运用多种策略来解决数学问题。策略通常是指在某一问题空间内所进行的一系列操作搜索。用于描述个体认知策略运用的一般性概念框架包括:策略库、策略分布、策略执行、策略选择四个方面。认知风格是个体在信息加工过程中经常采用的、习惯化的方式和风格,反映了个体在认知活动过程中的个体差异。研究发现中央执行对策略运用有着显著的影响,认知风格作为认知加工的基础,其对策略运用造成影响的可能途径即为中央执行功能。认知风格与策略运用的关系已逐渐成为研究者关注的焦点。本研究基于选择/无选法思想来设计实验,个体认知策略运用的一般性概念框架中的四个方面来比较分析衡量场独立/场依存两类被试之间的具体差异,试图更全面地了解认知风格对策略运用的潜在影响。

1 方法

使用镶嵌图形测验考察被试认知风格。选择在认知风格测验中得分高的前30%的被试31名为场独立型被试;得分低的后30%的被试30名为场依存型被试,共选取61名被试,男生28人,女生33人,平均年龄21.4岁。被试视力正常或矫正正常。无精神疾病史。实验采用2 (认知风格:场独立、场依存)×4 (策略运用条件:自由选择、最佳选择、无选择上调、无选择下调)的混合实验设计。认知风格类型为被试间因素,策略运用条件为被试内因素。因变量为被试在每种条件下解决题目的反应时和正确率。实验设置了三种策略运用条件:c1:最佳选择条件——被试需要从上调策略和下调策略中选择可以得到最准确的估算结果的一种策略来解决问题;c2:无选择上调条件——要求被试都必须使用上调策略来解决;c3:无选择下调条件——要求被试必须使用下调策略来解决。实验材料为60道两位数乘法问题(如48×53)。

2 结果与分析

在本研究中,被试在c3与c4的反应时和正确率分别反映其上调策略与下调策略的执行情况。结果显示,认知风格对策略执行的时间和正确率的影响不显著。反应时(tc3 (59)=1.179,p=0.243>0.05;tc4(59)=0.450,p=0.655>0.05);正确率(tc3(59)=-0.942,p=0.350>0.05;tc4(59)=0.586,p=0.560>0.05)。以算术技能得分为协变量,对四种策略运用条件下被试的反应时做4 (条件)×2 (认知风格类型)的重复测量方差分析。结果表明:条件效应显著(F (3,174)=5.991,p=0.008<0.05),其他效应均不显著。以算术技能得分为协变量,对四种策略运用条件下被试的正确率做4(条件)×2 (认知风格类型)的重复测量方差分析。结果表明:条件效应显著(F(3,174)=19.958,p=0.000<0.05),认知风格主效应显著(F (1,58)=4.211,p=0.045<0.05),其他效应均不显著。

上述结果表明,对于反应时指标,认知风格类型并非是造成个体策略运用差异的因素,但却是造成其策略运用正确率差异的重要因素;算术技能造成了被试反应时的显著差异,对正确率影响不大。不同实验条件下被试的反应时和正确率均差异非常显著。

3 讨论

有研究发现估算过程需要中央执行功能参与。中央执行负荷影响策略执行,负荷对策略执行的影响随负荷强度增大而增大。根据资源限制理论和认知负荷理论,估算任务及策略执行都会占用一定的认知资源,而场依存个体整体表征环境信息的信息加工模式较场独立被试会消耗更多的认知资源。在此基础之上,我们前面推测不能有效表征重要信息的场依存被试在采用策略解题时较场独立被试会产生更强的中央执行负荷,从而影响策略执行,但研究结果并未验证我们的假设。对于本研究所得出的认知风格不显著影响策略执行这一结果,我们认为可以借助认知控制模型对其进行解释。该模型提出认知加工过程是外部信息经过认知输入到内部环境中,受到认知控制的组织与加工后以策略的形式输出到外部环境中。具体到本研究,我们认为个体在进行复杂乘法估算任务时,认知风格主要通过影响信息编码方式作用于对外部信息进行组织加工的认知加工阶段(策略选择阶段),而输出阶段(策略执行阶段)受认知控制的制约较小,受认知风格的影响也相对较小,反而受自身的某些技能的影响较大。已有研究证明算术技能对策略运用有显著影响。我们推测,算术技能对策略运用的影响可能就体现在对策略执行的影响上。本研究被试均为高算术技能被试,我们无法对这一推测进行验证,今后的研究可以对这一猜想进行检验。

本研究结果表明认知风格对策略选择正确率有显著影响,对策略选择反应时影响不明显,这说明认知风格对策略选择的不同侧面有不同的影响方式。若要具体考察认知风格对策略选择的影响,需从不同角度进行探讨。在策略选择反应时角度上,本研究未发现不同认知风格的差异性影响,对于这一结果我们并不意外。最近有研究提出,在问题解决过程中,个体总是倾向于重复选择先前已使用过的策略。而场依存型个体由于能够将当前任务从任务序列中分离出来,在选择当前任务所采用的策略时会对任务特征进行一定程度的加工而不是简单的选择重复已执行策略,就会导致其反应时的延迟。不同认知风格被试的认知加工过程存在不同,对不熟悉任务的加工时间场独立个体短于场依存个体。根据以上两点,我们推测场独立被试在加工时间上优势被其克服重复策略效应中的反应延迟所掩盖,具体表现即不同认知风格个体的策略选择的反应时差异不显著。

从正确率这一角度出发,本研究结果发现不同认知风格对策略选择正确性的显著影响。对此一种可能的解释是,在先前对反应时角度的分析中我们已经提到,不同认知风格被试受策略重复选择效应的影响不同,场独立被试更不容易受影响,这就会直接体现在策略选择正确率上,表现为场独立被试的策略选择正确率高。另一种可能的解释是工作记忆质量会影响个体的算术策略选择。我们认为当个体在工作记忆平台上对信息进行操作处理时,会受到认知风格带来的组织和表征信息的偏好的影响,不同表征偏好方式会对后续加工产生一定的制约,场独立被试在对信息进行表征时更容易找出问题的关键成分和重新组织材料的任务,而场依存被试在表征信息时更容易受到环境因素的限制,从而影响工作记忆质量,进而影响个体的策略选择。

4 结论

(1)认知风格对策略分布与策略执行未产生显著影响;

(2)策略运用条件、认知风格明显影响着个体的策略选择。认知风格对策略选择的正确率有重要影响,表现为场独立型个体的策略选择正确率高于场依存型个体。

基于个体学习风格的教学应对策略 篇2

一、基于学习风格的生理要素与应对策略

学习者有着对不同感觉通道的偏爱。有研究资料表明，大约20%-30%的学龄儿童喜欢通过听觉接受并贮存信息，40%通过视觉，另有些则喜欢通过具体操作活动来有效获取知识，当然有些人属于两种或者三种感知觉结合型的。

1. 视觉型学习者的特点及相应的教学策略。

视觉型学习者对视觉刺激敏感，习惯于通过视觉去接受学习信息，对那些看得见的材料，如景色、相貌、图片、影片、书籍等能做出最好的反应。这样的学习者擅长于快速浏览、更易看懂图表，书面测验得分会比较高，但是他们不容易分辨听觉刺激，接受口头指导较难，不喜欢老师的讲授和灌输，外语听力水平较低。

对于这样的学生我们可以针对他的长处予以合适的匹配策略，比如让他们多阅读、给他们播放教学影片，做实验演示、榜样示范，在给他们讲授知识时要用视觉型的词汇来引导他们头脑中产生画面以促进他们高效的学习。另外，针对于他们的劣势则多让他们做听写笔记、把学习内容录在磁带上反复播放直至掌握。

2. 听觉型学习者的特点及相应的教学策略。

听觉型学习者偏重听觉刺激，他们对语言、声响、音乐的接受力和理解力强，喜欢通过教师讲授、师生讨论、听磁带录音等口头言语的方式接受信息。这样的学生口头表达能力比较强，日常表现常常优于考试结果，但是这样的学生的缺点在于书面作业与抄录比较困难，运动技能也很差。

对于这样的学生，教师除了注意运用讲授法、讨论、谈话、播音等适合他们的方式帮助他们掌握知识以外，还要让他们多作读书笔记、多阅读、多观看教学影片等来弥补他们的劣势。

3. 动觉型学习者的学习特征及其教学策略。

动觉型学习者面对信息刺激会做出全身反应，他们在接受信息时不停地记笔记、作框图，或者勾勾画画，这些学习者的运动节律感、平衡感好，书写整洁，易装配操作事物，对自己能够动手参与的认知活动感兴趣，他们操作测验的分数比较好，但是他们接受讲授教学或者视听教学效果很差，所以学习典型的学术性较强的学科，成绩往往不佳，但在需要直接参与具体活动的学科中或者其他操作性技能的学习中表现出色。

二、基于学习风格的心理要素与应对策略

1. 场独立性与场依存性学习者的特点及相应的教学策略。

在学科兴趣上，场独立者一般对数学和自然科学感兴趣，他们善于运用分析的知觉方式，而场依存者一般对人文学科和社会科学感兴趣，他们更偏爱非分析的、笼统的或整体的知觉方式。因此，在学习中，学生在那些与自己的认知方式相匹配的学科中，成绩相对会较好，即场独立者自然科学成绩好，社会科学成绩差，场依存者社会科学成绩好，自然科学成绩差。但是这种区别并不是学习能力上的，而是学习过程上的，他们的学习水平和记忆水平并无显著不同。

学习动机上，场独立者受内在动机的支配，喜欢独立自主地学习，时常能产生更好的学习效果，尤其是在数学成绩上，而场依存者的学习努力程度常常受外在动机的支配，容易受暗示，学习欠主动。因而场独立型的人比场依存性的人更需要反馈信息。

2. 沉思型与冲动型学习者的特点及相应的教学策略。

这两种学习者的特点在学习方面差异显著。一般沉思型学习者阅读成绩佳，再认成绩及推理成绩相较冲动型学习者好，并且更有创造性。冲动型学习者通常阅读困难，很多时候表现出缺乏学习能力，学习成绩并不令人满意。不过，在那些需要整合能力的学习任务中，冲动型学习者表现反而较好，他们更善于从整体上理解分析问题。

对推理和阅读之类的学习任务需将概念仔细辨别，粗心大意的学生往往不容易有较好的成绩，尤其对那些从一开始就需要认真仔细阅读材料的学习任务，答案不能够直接得到，而需将各种条件都分析一遍，冲动型学生更是不占优势。为了帮助这种类型的学习者，心理学家正在创造一些训练方法，以便对他们的认知方式起到纠正作用。

3. 整体性加工策略和系列性加工策略学习者的特点及相应的教学策略。

整体性加工学习策略的学生在学习过程中，在从事学习任务时，往往倾向于整体性思考和解决问题，能够较好地处理好局部和整体的关系。能够把局部的问题和材料放在整体中去考虑，对整个问题可能涉及到的各个子问题的层次结构以及自己将采取的解决方式进行预测。能从系统的角度去思考问题，能把一系列子问题联系起来去分析，而不是一碰到问题就立即着手解决，他们能够从整体去思考局部的存在方式，习惯于用联系的观点去分析问题和解决问题。所以，他们采取的方法有点类似于小说家或新闻记者常用的方式。往往是从概括到个别，从一般到具体去认识事物。采取系列性策略的学生，一般把重点放在解决一系列子问题上，从共性到个性，从一般到个别。他们在解决问题时习惯于把这些子问题联系在一起，十分注重其逻辑顺序。

认知风格测量述评 篇3

一、早期的测量工具

最早以认知为中心的研究取向对认知风格的测量是从知觉测验开始的。代表性的方法是由Witkin和Asch提出的。Witkin等人在早期的研究中, 首先用身体调节测验来测量场依存性。它是通过模拟飞行员驾驶战斗机穿越低空云层时体验到的情况进行的测验。测验形式是让被试坐在一间小型倾斜的房间内的一把倾斜的椅子上, 然后要求被试将自己的身体调整到垂直地面的位置, 依存于场者往往把身体调到与倾斜的房间看齐, 表明在确定身体位置时, 把环境作为主要参照。独立于场者在调试身体时则更多的考虑利用身体内部的经验作为主要参照。场依存性测验进一步改进为框棒测验。该测验让被试坐在暗室内, 面对一个可调节倾斜度的亮框, 框中心安装有一个能转动度数的亮棒, 要求被试把亮棒调到完全垂直。倾斜的亮框对中间直线的方位判断有同化作用, 作用大小取决于个体的认知风格特征, 作用大者为场依存者, 作用小或无作用者为场独立者。

场依存性测验经过进一步发展, 为一种纸笔测验———镶嵌图形测验被开发出来。测验要求被试将一个简单的几何图形从一个比较复杂的几何图形中分辨出来。场独立者能排除背景因素的干扰从复杂图形中知觉到指定的简单图形, 而场依存者完成这项任务比较困难。镶嵌图形测验是目前研究采用较多的一种方法, 由于这种测验比较容易施测, 在以后的研究中发展了成人、儿童、学前儿童水平的个体测验和团体镶嵌图形测验。

随着认知风格其他理论的提出, 相应的测量方法也被不断开发出来。如测量齐平化-锐化型风格的图形化测验;测量冲动-思虑型风格的匹配熟悉图形测验;测量整体-序列风格的问题解决任务方法测验;测量同化者-探索者风格A-E的自陈问卷;测量言语化-视觉化的马科斯表象鲜明性问卷;戈登表象问卷等。但这些风格测验只能测量出认知风格的某个单一维度, 甚至于有些测验只能测量出认知风格维度的一端。比如, 在镶嵌图形测验 (EFT) 中, 高分意味场独立。相反, 如果一个人得低分, 就假设为场依存。但是, 低分数也可以由其他因素造成, 比如低动机, 看不懂说明或视觉缺陷等。尤其是一些研究指出镶嵌图形测验分数与流体智力有较高的相关, 这也说明了为什么场独立的人在其他许多任务上也能取得很好的成绩。还有许多认知风格的测验通常采用内省的自我报告法, 这些测验面临的一般性困难包括对默认和社会期望等的反应定势缺乏内部控制。

二、认知风格整合阶段的测量工具

Riding以其认知风格的聚合模式为依据, 在前面测量方法的基础上开发了测量言语-表象和整体-分析两个认知风格维度的工具CSA。Riding和Taylor (1976) 在测量整体-分析和言语-表象风格时使用了反应时作为客观测验指标。对言语-表象风格的测量最初用的是“形象编码测验”。该测验要求7岁儿童听10段短篇散文, 每一段后面跟着一个问题。问题的答案不是由散文直接提供的, 只能通过阅读散文后产生的形象获得。根据从开始提问到结束回答所需要时间的长短来判断认知风格类型。反应时短的为形象型, 反应时长的为言语型。1981年, Riding和Calvey进一步发展了“形象编码测验”, 增加了评估形象编码和言语编码的问题, 使测验更加有效。但鉴于这种测验实施和计时都比较困难, 1989年Riding等人将测验改为由计算机呈现的言语-形象认知风格测验。测验是由计算机将单词成对呈现, 要求被试判断呈现的两个单词是否属于同一范畴。单词包括类别和颜色两种类别。在每一范畴中有24对单词, 其中一半的词对属于相同范畴, 另一半词对属于不同范畴。对颜色范畴反应快的是形象型;对类别范畴反应快的是言语型。

到1997年, Riding等人最终提出了“认知风格分析测验 (CSA) ”, 完成了对这两个基本风格维度评定工具的研究工作。CSA是呈现在计算机上用来测量认知风格两个维度的评估系统, 是一种客观的测试。它共包含三个子测验:第一个子测验通过判断陈述句的正误来测量言语-表象维度。它假设偏向以表象表征信息的被试对颜色类陈述句反应更快, 因为他们能从表象中直接提取答案, 而言语型被试只能建立部分表象, 他们不得不通过检索词汇记忆来回答有关颜色范畴问题, 所以反应时相对要长。相反, 在类别归类的项目中, 言语型被试所需反应时较短, 而表象型被试所需的反应时较长;第二个子测验是对整体维度的评价。项目中包括两部分复杂的图形, 要求被试判断这些图形是相同的还是不相同的;第三个子测验是对分析维度的评价。提供的项目包括一个简单的几何图形和一个复杂的几何图形, 要求被试确定简单图形是否包括在复杂图形中。

CSA具有以下几个优点: (1) 由于这是一个客观性的测验, 记分更具客观性;它能从维度的两端来对风格维度进行评价; (2) 由于它不包含调查问卷风格项目, 没有困难语句, 所以可以被应用到从小孩到成人较大的年范围; (3) 它的应用环境比较自由, 能运用在环境很大的范围中, 比如, 学校、工业和卫生服务行业等等; (4) 在属性上它可能不受文化风俗的限制, 现已经被应用到许多国家。

尽管CSA具有许多以往测量方法所不具备的优点, 但它也不是十全十美的。也有一些心理学家提出了不同的看法, 并质疑了CSA的信效度。Ali Reza Rezaeia (2003) 等人对CSA进行了信度和效度的检验, 他们发现CSA的结构和理论背景比其他理论更加支持认知风格分析系统, 然而还没有实验研究来检验CSA的信度。他们进行了3个不同的实验, 实验结果显示出了很低的信度。考虑到CSA建立的理论背景, 以及测验两个维度信度上的差异, 他们提出了一些建议来改进CSA的信度和效度。这些建议包括:第一, 进行三个分测验时尽量不要出现中断;第二, 将来的CSA版本应该在结果中提供每个分测验中各个项目的反应时。CSA的结果中不显示每个项目的反应时, 而是只列出全部反应时的比率, 这样在结果分析时会失去很多的信息;第三, 改变问题的呈现方式, 这也是为了增加效度。CSA的一个局限性可能与言语-表象的两个量表的内容效度有关;第四, 增加CSA各个类型问题的数量。CSA每种类型问题的数量太有限, 一般而言测验的长度与测验的信度具有正相关, 所以为了降低由于随机误差所带来的影响建议增加每个种类项目的测验数量;第五, 在CSA测验中, 被试需要通过按一个有颜色的按钮来判断对错。如果判断为对, 就按一个红色的按钮, 如果认为错就按蓝色按钮, 但是红色一般都和危险、停止或者错误相联系, 很有可能在被试做出判断时将红色按钮与错误联系起来。因此, 建议将这些按钮改成同样颜色或没有颜色可能更好;第六, 使用规范统一的提问方式来替代有颜色标记的题干。一些测验的特征会受文化差异的影响, 对于正确答案没有普遍一致被接受的观点。例如, 在测验中火车与红色相联系, 而在某些情况下 (比如加拿大) 火车是黄色的, 这就可能带来混淆;第七, 提高言语-表象维度量表的可变性。

另外, Peterson等人针对CSA测验的不足编制了一种新的言语—表象维度的测验 (VICS测验) 。VICS测验提出了更准确的言语问题来提问两个条目是否是“人工的”或是“天然的”。为了评估言语—表象维度, 一项更恰当的实验任务就是让当前的被试判断两个物体在真实的生活里哪个更大。Peterson等人设计了两项实验来检查VICS的信度和效度。在新的VICS测验中, 两次测验中被用来表述一个人的言语—表象认知风格的言语—表象认知风格系数显示了内部一致性高相关 (r>0.72) 而且重测信度也是可接受的 (r=0.56) 。

摘要：本文系统回顾了从20世纪初到现在教育心理学研究中认知风格测量工具的发展, 展望了未来认知风格测量的趋势。

关键词：认知风格,测量,述评

参考文献

[1]刘惠军, 李洋.Riding认知风格测量的EEG证据.漳州师范学院学报.

[2]陆小英, 方格.认知风格的系统模型及测评方法.中国心理卫生杂志.

个体认知风格论文 篇4

1 Students’Cognitive Style

The idea of learning style comes from general psychology.It refers to the characteristic ways in which individual orientate to problem-solving.(Ellis,1994)Individual’s learning style is less flexible.

Cognitive style is an important part of learning style,which includes learning strategy.Learning strategy refers to a series o steps learners adopted to achieve learning goal.It is formed gradually in the long-term learning activity,which individual based on physiological characteristic is influenced by social environment and education,therefore,the factors if constituting learning style are physiology,psychology and society.Among them psychology includes cognitive,emotion and motivation etc.Cognitive is virtually the embodiment of one’s cognitive style in learning.Its manifestations are perception,attention,thought,memory which individual responds outside information stimulation and problem-solving.Contemporary cognitive psychology believes tha learning is the process of processing information,from this poin of view,cognitive style is learning style.Each learner’s cognitive style is unique and stable,teacher should analyses and researches every student’s cognitive style,work out appropriate teaching style,teach them according to their aptitude in order to promote overall development of their quality.

One’s cognitive style generally operates in an unconscious manner,that is,while an individual may be aware of the outcome of the information processing process he or she is often unaware of the mental processes used to acquire,analyze,categorize store,and retrieve information in making decisions and solving problems.

In most situations,cognitive styles and learning styles are used interchangeably.Generally,cognitive styles are more related to theoretical or academic research,while learning styles are more related to practical applications.A major difference between these two terms is the number of style elements involved.Specifically,cognitive styles are more related to a bipolar dimension while learning styles are not necessarily either/or extremes.Cognitive/learning styles measures conventionally lie somewhere between aptitude measures and personality measures.

Field refers to the situation surrounding,which can influence people’s perception in varying extent.Field independent and field dependent are a group of cognitive styles which are divided in terms of the extent influenced by situation.Field independent is that individual depends on the internal referents in his or her own life space and from his or her point of view to obtain knowledge and information.Field dependent is that individual relies on the external referents in environment surround him or her to define knowledge and information by external stimulation.The two categories of cognitive have obvious differences in contact with other people and in learning.Field independent people who like to be alone are less or not influenced by environment and their communicative ability is poor.On the contrary,field dependent people who are easy to be subject to environment utilize social referents to ensure their own attitude and action.They are interested in other people and good at communicate with others.With regards to special fondness for learning,the former have partiality for subjects have nothing to do with people like natural science,are used to individual research,thinking on one’s own and good at distinguish specific information from the whole.They are highly motivated and have strong ability to understand,analyze and infer.The latter is inclined to pay attention to subjects of interpersonal relationship such as the humane studies;they are sensitive to environment in the process of learning and good at social intercourse,take delight in studying with other people.

Wirkin,Oltman,Raskin and Karp suggested that in a field-dependent mode of perceiving,perception is strongly dominated by the overall organization of the surrounding field,and parts of the field are experienced as“fused”.In a field-independent mode of perceiving parts of the field are experienced as discrete from organized ground.(Ellis,1994)

As learner’s main characteristic,cognitive style is the key of successful teaching,teacher cannot neglect it and should have the knowledge and ability of psychological analysis,action and observing,adept to understanding cognitive style of different learners,similar with their study habits,investigate the adaptive extent of teaching and learning style,create the environment and condition which can be adapted to the characteristic of each learner in order to achieve the final teaching goal through making great efforts with teacher in the course of learning in appropriate speed and manner.

Any cognitive activity is an active construction of individual.In spite of the same teaching content,it is completely possible for different individuals to have different thinking process because of the difference on knowledge background and on the way of thinking.Thus it requires that teacher cannot only keep an eye on universal knowledge of general character,but should probe deeply into specific characteristic of every student.The more importan thing is that teacher should know that reasonable teaching method to a great extent is individualized instead of putting undue chase on unity.Cognitive style is not ability,but a favorite way in the process of using capacity.Their great match can create a superiority which results in surpassing the single cognitive style or ability.Therefore,the differences of cognitive style and ability should be taken into account in teaching activity.It is impossible for individual to have an only one cognitive style,they often have more style.With the change of tasks and situation,cognitive style individual showed is changing,the style they showed in a place and at a time is not absolutely worthy in different place and at different time.Teacher should adopt a correct attitude towards value of many styles.Cognitive style is not mutable,and it can be acquired through studying.

The application of modern educational technology allows tha teacher can teach students in multi-model way according to different situation.Field-independent learner adepts to study alone likes to initiate new things.Teacher should let them to make a thorough study to the problems they concerned in a space of free exploration which is created in modern technology in a manner they liked,or design the circumstances to create the condition for developing initiative education.Collective instruction can be combined with study on them own through digital network system.In the classroom teaching,students who have different cognitive style,motivation,interest and aptitude are allowed to separate themselves from the whole teaching framework in order to utilize their power to make their own decisions to do things they want to do and go back to the state of classroom.Information technology provides an alternate learning environment,teacher and students can communicate a wide range of subjects,give feedback promptly,adjust the center for the classroom at all times to change the role each other to make students take an active part in learning and explore rather than passive receive.At the same time,it is also favorable for teacher to engage in emotion education.The efficiency of study of the field-independent and the field-dependen learner are not obvious different in the active and intensive condition,however,the study efficient of the field-dependent learner is decreased obviously.The thought and exploration that is differen from the common run is not go on successfully and often fail Teacher can encourages and guides him in time to help him to strengthen his self-confidence and avoid detours.Teacher’s respect and love to students are the important factors of success in education supported by information technology.

Cognitive style of learner is also a changeable dimension The learner who shows highly independent in a field may be dependent in another field.Most learners’cognitive style is not extreme,some of them can change his or her style in order to adap to different tasks.Meanwhile,any cognitive style will not be suitable for studying all knowledge,if learners adhere to one cognitive style in learning,they must be failure in some subjects which are unsuitable for themselves.Individual’s cognitive style is a habit;postnatal experiences and training have a great impact on it.The formation of cognitive style is influenced by society and education.The common social culture may cause a kind of general character in the same nation,class and group.We can find that Chinese traditional education lays special emphasis on the development of groups;people nurtured are lack of independent character and are dependent on the group and others.

When learners are aware of the matching relationship between characteristic of cognitive style and requirement of learning tasks,they will make efforts actively.A learner who has learning strategy at least can be conscious of his or her type of aptitude,know that complete study tasks requires different ways,and can adopt different learning way and strategy.Cognitive style is a way of studying which learner favorite unconsciously.Learning strategy is flexible,planned and can be did as the changing circumstances demand according to specific learning tasks.Only when teacher gives directions to students,can they fully understand themselves and maximize favorable factors and minimize unfavorable ones.While students have the awareness of learning strategy and understand their own study habits and their advantages and disadvantages,they will adjust actively.It means that they have learned how to study.Teaching activities are extreme complex,people’s research on cognitive style reflects individualism in cognitive activity,thus supply the overall development of students’quality with new vision.

2 Teaching Style

Teaching style is unique combination and manifestation of effective teaching thought,teaching skills and teaching way,which forms gradually in the long-term teaching practice.It is a symbol of stable state of specific character of teaching.The essential feature of cognitive style is its uniqueness which shows in many aspects such as distinctive teaching language,teaching method,teaching manner and teaching resource etc.

The formation of teaching style is very complicated,but it is not mysterious.The factors of influencing and restricting the formation of teaching style can be divided into internal factors and external ones.Internal factors are cognitive level,quality of thought and specific character.External factors are environment of teaching and learning,structure of course,system,teaching materials and teaching subjects and so on.The formation of teaching style is the result of mutual connection and promoting the development each other.External factors are the condition of forming teaching style;internal factors are the foundation of forming teaching style.In the course of forming teaching style,subjective initiative of teacher is the most active element for forming teaching style,which drives and effects many factors of forming teaching style,promotes teacher to remake teaching circumstances and conditions actively in order to continuous advance towards mature in teaching practice.

With regard to the formation of teaching style,we should synthesize objective and subjective,social and individual factors.From the point of subjective view,firstly,teachers’special living situation,social status,life experiences and cultural education they gained not only shape their characteristic,qualities,world outlook,but form their artistic view,artistic inclination,artistic talent and artistic essential thoughts etc.All these decided the difference on teaching style.Secondly,teachers form the distinct character of grasping teaching content,shaping teaching figure,arranging teaching structure,using teaching language and showing teaching techniques through the long-term life experience and teaching practice.Thirdly,teachers’different psychological qualities also will be shown by teaching,which becomes an aspect that cannot be neglected of forming teaching style.From the point of objective view,the main objective causes of forming teaching style are the changes in society,spirit of age and social convention in a certain historical time.With no exception,each teacher belongs to a nation;national tradition also influences teaching style in many aspects.Teaching style is diversity and has the unity of time and national color.

Teaching style is not formed overnight,but the result of initiative long-term labor of teachers.It embodies teachers’aesthetic ideal and ingenuity of artistic practice of teaching.However,teaching style has a process of engendering,forming,developing and changing,which is not solid or static.It is an arduous teaching artistic practice for a long period from beginning teaching,being ripe gradually to forming finally unique teaching style.This process of development can be divided into the stage of imitating teaching,of independence teaching,of creative teaching and of having style teaching.These stages have their own features,their sequence cannot be reversed.They need necessary subjective and objective conditions from one stage to next stage.In this kind of sequence,there are more and more elements of creative,thus only when there is certain of accumulation of quantity,can change of quality be given rise to.Developing from one stage to another stage,teaching style is formed finally.

3 Matching Teaching Style with Cognitive Style

Teaching should pay attention to the appropriate match between students’cognitive style and teacher’s teaching style.It is the teachers’responsibility to suit their teaching style for students’cognitive style,because students may be self-centered and have little awareness to adjust their innate cognitive styles according to teachers’teaching style in the classroom.Effective matching between teaching styles and learning style can only be achieved when teachers are,first of all,aware of their learners’needs,capacities,potentials and learning style preferences in meeting these needs.In all academic classrooms,no matter what the subject matter,there will be students with multiple learning styles and students with a variety of major,minor and negative learning styles.An effective means of accommodating these learning styles is for teachers to change their own styles and strategies and provide a variety of activities to meet the needs of different learning styles.(Rao Zhenhui,2001)

Teaching is like a catalytic agent to form and improve learner’s cognitive style,but cannot change its essential feature.Constructuralism believes that everyone is an independent subjec and constructs the world in his or her own manner in the process of teaching.Only when teaching style and method match the style of learner’s learning and thinking can learner be more successful.Teacher should follow the sequence of individual psychological development to choice,compose,manage teaching goal,content and technique and suit the instruction to the student’s leve according to individual learning style,learning inclination in order to provide the opportunity for each student to show their special skill,elaborate enthusiasm and individual quality advantage of learner on different level,and put every student in the advantage of education.

Teacher may do the following steps at first so as to guide students to know their cognitive style and then observes and analyses their cognitive style.By classifying different cognitive style teacher can have an overview and adopts diversity teaching style rather than single one.Firstly,teacher should help students to understand the advantages and disadvantages of their cognitive style.Secondly,teacher should encourage students with differen cognitive style to compete.For example,cooperative learning based on the network and computer is the most concerned study model at present.It adopts that organizes students with differen style into groups,assigns tasks and divides up the work properly Each member follows a certain cooperative principle to cooperate and help one another.By doing this,students are helped to complete the complex intelligent tasks and increase their motivation It also promotes the interactive between teacher and students and is beneficial to develop students’comprehension ability Thirdly,teacher should develop students’metacognitive strategy“Give a man a fish and he eats for a day.Teach him how to fish and he eats for a lifetime.”By guiding students to apply metacognitive knowledge and metacognitive experience to learning,they can master learning strategy,adjust their own way to adapt different learning tasks.Fourthly,teacher should develop students a varied personalities and cooperative spirit in order to promote individual and society harmonious.All these works are the basis o effective matching.

Teacher can observe carefully students’psychological changes.Asking them whether they are Some typical behaviors which can be attributed to cognitive style are:

You feel uncomfortable when asked a question in an open meeting.After you respond,you spend a lot of time thinking about what you should have said.

In discussing problems in a meeting,one group member gets upset and storms out of the room,yelling all the way.

After analyzing a group of job candidates against the advertised criteria for selection,you are uncomfortable with the top ranked candidate and actually offer the position to the third ranked candidate.

You find yourself getting upset when a professor does not follow the syllabus.

Professor B seems to jump from one topic to another and from one example to another.You do not see the connection,but to some in the class,he makes perfect sense.

After working on a project in a meeting,the leader of the team adjourns the meeting stating the she is happy that group has developed a workable plan.You feel uncomfortable because,from your perspective,the plan contains only broad policy statements and the operational issues have not been worked out.

Teacher should provide a teaching method which can match the cognitive style according to the understanding of students’cognitive style.When they match well,it will be beneficial to enhance students’performance.

4 Conclusion

In this thesis I have discussed students’cognitive style,teachers’teaching style and the matching of these two elementswhich can make students to get twice the result with half the ef-fort on study in the classroom.It is so necessary for teacher tocreate relax and harmonious environment and understand the dif-ferences and similarities of students’cognitive style in order toinstruct them alternatively.Teacher should develop more teachingstyle to match students’cognitive style.By doing this it reflects anew educational idea of learner-centered which meets the require-ment of quality education.

摘要：认知风格是学习风格中的一种形式,是使学生学有所成的关键因素。而教师的教学风格亦是成功教学的标志。两者的完美匹配会使教育质量大步提升。

关键词：认知风格,教学风格,匹配

参考文献

[1]Rod Ellis.The Study of Second Language Acquisition[M].Shanghai:Shanghai Foreign Language Education Press,1994.

[2]Rao Zhenhui,2001.Matching Teaching Styles with Learning Styles in East Asian Contexts[J].Online Available from:http://www.iteslj.org/Techniques/Zhenhui-TeachingStyles.html.

[3]徐晓晴.第二语言习得相关论[J].西安外国语学院学报,2004(3).

[4]杨党玲.对输入理论的探讨——输入、互动与二语习得之关系[J].外语界,2004(1).

[5]武和平.二语习得中”逻辑问题”的逻辑与普遍语法可及性假说[J].外语学刊,2004(3).

[6]周平,张吉生.论二语习得中过渡语的普遍性和系统性[J].外语与外语教学,2004(3).

[7]俞理明,袁平华.应用语言学还是教育语言学?—对二语习得研究学科属性的思考[J].现代外语,2004(3).

[8]肖云南,戴曼纯.二语习得研究成果在课堂教学中的应用问题[J].外语界,2004(3).

[9]文秋方,王立非.二语习得研究方法35年:回顾与思考[J].外国语,2004(4).