On the Cognitive Style in Teaching.docVIP

On the Cognitive Style in Teaching The so-called cognitive style refers to the relative stability of the individual organization and information processing methods. Its research began in the early 20th century, 40. In the sixties and seventies, cognitive style, the study showed a blip, there are a large number of cognitive style structure was proposed and verified, such as field dependence - independence; polymeric - divergent type; the overall type - sequence type; speech-type - representation type, and so on. Have made pioneering contributions to the well-known American psychologist Witkin (HermanA.Witkin ,1916-1979). 90 years, the emergence of cognitive style research breakthroughs. This was mainly from the University of Birmingham La Aiding (Richerd.Riding) and his colleagues completed. They found that not only integrates existing and, more importantly, they put forward a cognitive style, structure and the development of a cognitive style assessment system, and then being investigated and applied to a real scenario. 1, La Aiding of cognitive style model (A) Overview British scholar La Aiding and his colleagues over many years of research and found that in the past proposed model of cognitive style is “... ... the same dimension different name”, [1] and use factor analysis confirmed that this assumption is reasonable. A result, the existing cognitive style models are attributed to two fundamental cognitive style dimensions: Overall ─ ─ Analysis (Wholist-Analytic) ─ ─ representation of speech (Verbal-Imagery) ─ ─ overall analysis of this style dimension and individuals in processing information which tends to the whole, are still inclined to the whole physiognomy of the various components of the contact; speech ─ ─ appearance of this style, and individual dimensions in the characterization of information or look at it tends to use verbal form, or in the form of representation linked. La Aiding and others found that: These two dimensions are independen