北外英语硕士毕业论文答辩.pptVIP

Match and Mismatch between Teaching Styles and Learning Styles: A Cross-Cultural Perspective Researcher: Guo Lili Supervisor: Pro. Liang Contents Introduction Significance Definition Reid’s hypotheses (1987) H1: all students have their own learning styles and learning strengths and weaknesses. H2: a mismatch between teaching and learning styles causes learning failure, frustration, and demotivation. H3: learning styles (if unchecked) persist regardless of teaching methods and materials H4: learning styles can be adapted because they are partly habit rather than biological attributes. H5: learning will be improved if students become aware of a wider range of styles and stretch their own styles. Research Questions Methodology Learning styles Teaching styles Students’ evaluation of CT WT + expectation Major findings 2 Major findings 3 Reid’s hypotheses are generally true for western students as well as Chinese TCFL teachers. 64% of students felt unhappy or frustrated when the teacher’s teaching style differed from their learning style. 100% of teachers agreed or strongly agreed with Reid’s first hypothesis and 90% of them agreed or strongly agreed with his second hypothesis. Major findings 4 Students’ expectations for a good teacher An ideal image of a teacher is sketched as follows: A facilitator: to help students to explore their own potential and to become independent and creative learners. A leader: to design, organize and participate class activities. A coach: to get students on task, correct them when they are wrong. A friend: to talk with students equally, care for them and help them solve problems. A guide: to lead students to learn and to think. An inspirer: to inspire the students to think critically and creatively. A skillful instructor: to be able to adopt various teaching approaches and to make the class enthusiastic and entertaining; to be skillful and creative in teaching. A model: to expert in his/her acad