A Survey of Teacher―Student Style Mismatches.docVIP

A Survey of Teacher―Student Style Mismatches 　　Abstract 　　An　important　aspect　of　the　differences　among　students　has　to　do　with　their　learning　style.　As　with　learning　style，　the　concept　of　teaching　style　is　also　important　since　a　stylistic　mismatch　between　teacher　and　student　may　determine　how　well　they　get　along，　cess.　Tended　to　find　if　there　are　serious　teacher-student　style　mismatches　in　college　teaching.　Four　teachers　and　one　hundred　fifty-seven　college　students　are　involved　in　this　study.　Aplete　the　questionnaire　designed　by　Juan　Du　（2003）　to　measure　their　teaching　styles　and　learning　styles.　Berview　so　as　to　get　qualitative　data　concerning　the　learning　styles，　the　teaching　styles　and　mismatches　between　them. 　　Key　words：　Individual　difference；　Learning　style；　Teaching　style 　　SUN　Fang　（2012）.　A　Survey　of　Teacher-Student　Style　Mismatches.　Higher　Education　of　Social　Science，　3（1），　-0.　Available　from：　URL：　http：///index.php/hess/article/view/j.hess.1927024020120301.1036 　　DOI：　http：///10.3968/j.hess.1927024020120301.1036 　　INTRODUCTION 　　Put　forth　first　by　Herbert　Thelen　in　1954，　learning　style　refers　to　an　individual’s　natural，　habitual　and　preferred　way　of　absorbing，　rmation　and　skills.　These　styles　persist，　regardless　of　teaching　methods　and　content　areas.　An　individual’cational　backgrounds　and　is　unique　to　each　individual　（Tan，　1995）.　Rather　fixed　in　nature，　learning　style　is　subject　to　change　to　some　degree，　but　not　easily.　Moreover，　learning　style　is　neutral；　no　one　style　is　better　than　others.　Though　often　described　as　opposites，　such　as　analytic　vs.　global　or　visual　vs.　auditory，　learning　style　exists　on　wide　continuums，　that　is，　a　person’s　learning　style　is　not　on　either　of　the　two　poles. 　　Kinsella　（1995）　states，　“Abably　some　truth　to　the　maxim　that　teachers　teach　the　way　they　were　taught，　bably　a　lot　more　truth　in　saying　that　teachers　teach　the　way　they　learned　best　in　school”　（p.170）.　Teaching　style　thus　tends　to　correspond　to　how　each　pers