The Application of Learning Style in Senior High S
第十二讲learning style
• Perceptual learning styles
• visual, aural/auditory, and haptic (kinesthetic & tactile)
• Visual Learners
They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.
• ORIGINS OF OUR LEARNING STYLES • For many of us, our learning style preference results from the kind of processing our brain “specializes” in. • Left Brain Processing – concentrates more on tasks requiring verbal competence, such as speaking, reading, thinking, and reasoning.
• A person's learning style has to do with the way he or she processes information in order to learn it and then apply it. • No one approach or style is more or less effective than any other. What does matter is whether it is suited to a particular everyday task or academic situation. • By understanding different 'learning styles' teacher may gain insights into ways of making academic information more accessible to our diverse groups of learners. • Most students learn best when the style of presentation is in agreement with their preferred learning style. • Learning style is the application of a particular cognitive style to a learning activity. It is seen as relatively fixed.
Learning style
Learning styleLearning style is a special permanent way that a learner could acquire some new knowledge effectively. The term “learning style” first popped out in 1970s and became more popular in recent years. This idea was proposed to investigate how much the common ground the teaching mode and learning style have.All the styles about making learning effective belong to learning style, and reading could help the learners to understand and master what he or she wants to know in an effective way, so reading is one of the learning styles. All the styles by which learners could learn something new are learning styles, and learners could learn some new knowledge via surfing the internet, so surfing the internet belongs to learning styles. All the permanent styles by which learners could get some knowledge wanted are learning styles, and some learners have a habit that they always get some knowledge through their teachers in the class, so getting knowledge in the class is one of the learning styles. After the analyzing these three cases above, we could easily know that reading, surfing the internet , and getting knowledge in the class are learning styles.In our daily life, we could know that learning is everywhere. We could learning some new English words by reading some ads in the mall, so wecould say that shopping is a kind of learning style. What’s more, just like a saying goes that nothing venture, nothing gain, and having a try, no matter what the result it would be, could gain some experience directly, so participating activities is a good way that manifests the feature of the learning style.Learning is an activity that our human do it and use it spontaneously and flexibly. Where there is the learning activity, there is the learning style.。
learning style 测试
learning style 测试此测试通过判断个人在学习过程中4个不同方面的偏好，确定其学习方式并针对性提出更有效学习的方法。
测试分4小部分，每一部分11道题。
选择“1”加1分，选择“2”不加分。
分别统计4小部分的分数便可得到最终结果。
1.I understand something better after I:1.try it out2.think it through2.I am more likely to be considered:1.outgoing2.reserved3.The idea of doing homework in groups, with one grade for the entire group:1.appeals to me2.does not appeal to me4. When I am learning something new, it helps me to:1.talk about it2.think about it5.In a study group working on difficult material, I am more likely to:1.jump in an contribute ideas2.sit back and listen6.In classes I have taken:1.I have usually gotten to know many of the students2.I have rarely gotten to know many of the students7.When I start a homework problem, I am more likely to:1.start working on the solution immediately2.try to fully understand the problem first8.I prefer to study:1.in a group2.alone9.I would rather first1.try things out2.think about how I am going to do it10.I more easily remember:1.something I have done2.something I have thought a lot about11.When I have to work in a group on a project, I first want to:1.have "group brainstorming" where everyone contributes ideas2.brainstorm individually and then come together as a group to compare ideasSensing/Intuitive1.I would rather be considered:1.realistic2.innovative2.If I were a teacher, I would rather teach a course:1.that deals with facts and real life situations2.that deals with ideas and theories3.I find it easier:1.to learn facts2.to learn concepts4.In reading nonfiction, I prefer:1.something that teaches me new facts or tells me how to do something2.something that gives me new ideas to think about5.I prefer the idea of:1.certainty2.theory6.I am more likely to be considered1.careful about the details of my work2.creative about how to do my work7.When I am reading for enjoyment, I like writers to:1.clearly say what they mean2.say things in creative, interesting ways8.When I have to preform a task, I prefer to:1.master one way of doing ite up with new ways of doing it9.I consider it high praise to call someone:1.sensible2.imaginative10.I prefer courses that emphasize:1.concrete material (facts, data)2.abstract material (concepts, theories)11.When I am doing long calculations:1.I tend to repeat all my steps and check my work carefully2.I find checking my work tiresome and have to force myself to do itVisual/Verbal1.When I think about what I did yesterday, I am most likely to get:1.a picture2.words2.I prefer to get new information in:1.pictures, diagrams, graphs, or maps2.written directions or verbal information3.In a book with lots of pictures and charts, I am likely to:1.look over the pictures and charts carefully2.focus on the written text4.I like teachers who:1.put a lot of diagrams on the board2.spend a lot of time explaining5.I remember best1.what I see2.what I hear6.When I get directions to a new place, I prefer:1.a map2.written instructions7.When I see a diagram or sketch in class, I am most likely to remember:1.the picture2.what the instructor said about it8.When someone is showing me data, I prefer1.charts or graphs2.text summarizing the results9.When I meet people at a party, I am more likely to remember:1.what they look like2.what they said about themselves10.For entertainment, I would rather1.watch television2.read a book11.I tend to picture places I have been:1.easily and fairly accurately2.with difficulty and without much detailSequential/Global1. I tend to:1.understand the details of a subject but may be fuzzy about its overall structure2.understand the overall structure but may be fuzzy about the details2.Once I understand1.all the parts, I understand the whole thing2.the whole thing, I see how the parts fit3.When I solve math problems:1.I usually work my way to the solutions one step at a time2.I often just see the solutions but then I have to struggle to figure out the steps to get to them4. When I am analyzing a story or a novel1.I think of the incidents and try to put them together to figure out the themes2.I just know what the themes are when I finish reading and then I have to go back and find the incidents that demonstrate them5.It is more important to me that an instructor:y out the material in clear sequential steps2.give me an overall picture and relate the material to other subjects6.I learn:1.at a fairly regular pace. If I study hard, I'll "get it"2.in fits and starts. I'll be totally confused and then suddenly it all "clicks"7.When considering a body of information, I am more likely to:1.focus on the details and miss the big picture2.try to understand the big picture before getting into the details8.When writing a paper, I am more likely to:1.work on (think about or write) the beginning of the paper and then progress forward2.work on (think about or write) different parts of the paper and then order them9.When I am learning a new subject, I prefer to:1.stay focused on that subject, learning as much about it as I can2.try to make connections between the subject and related subjects10.Some teachers start their lectures with an outline of what they will cover. Such outlines are:1.somewhat helpful to me2.very helpful to me11.When solving problems in a group, I would be more likely to:1.think of the steps in the solution process2.think of the possible consequences or applications of the solutions in a wide range of areasScoring for Learning Style QuizActive/Reflective.Score of:11 or 10 = You have a very strong preference for ACTIVE learning.9 or 8 = You have a moderate preference for ACTIVE learning7 or 6 = You have a balanced preference for both ACTIVE and REFLECTIVE learning but may have a mild preference for active learning5 or 4 = You have a balanced preference for both ACTIVE and REFLECTIVE learning but may have a mild preference for reflective learning3 or 2 = You have a moderate preference for REFLECTIVE learning1 or 0 = You have a very strong preference for REFLECTIVE learningSensing/IntuitiveScore of:11 or 10 = You have a very strong preference for SENSING learning.9 or 8 = You have a moderate preference for SENSING learning7 or 6 = You have a balanced preference for both SENSING AND INTUITIVE learning but may have a mild preference for sensing learning5 or 4 = You have a balanced preference for both SENSING AND INTUITIVE learning but may have a mild preference for intuitive learning3 or 2 = You have a moderate preference for INTUITIVE learning1 or 0 = You have a very strong preference for INTUITITVE learningVisual/VerbalScore of:11 or 10 = You have a very strong preference for VISUAL learning.9 or 8 = You have a moderate preference for VISUAL learning7 or 6 = You have a balanced preference for both VISUAL AND VERBAL learning but may have a mild preference for visual learning5 or 4 = You have a balanced preference for both VISUAL AND VERBAL learning but may have a mild preference for verbal learning3 or 2 = You have a moderate preference for VERBAL learning1 or 0 = You have a very strong preference for VERBAL learningSequential/GlobalScore of:11 or 10 = You have a very strong preference for SEQUENTIAL learning.9 or 8 = You have a moderate preference for SEQUENTIA L learning7 or 6 = You have a balanced preference for both SEQUENTIAL AND GLOBAL learning but may havea mild preference for sequential learning5 or 4 = You have a balanced preference for both SEQUENTIAL AND GLOBAL learning but may havea mild preference for global learning3 or 2 = You have a moderate preference for GLOBAL learning1 or 0 = You have a very strong preference for GLOBAL learningLEARNING STYLES AND STRATEGIESRichard M. FelderHoechst Celanese Professor of Chemical EngineeringNorth Carolina State UniversityBarbara A. SolomanCoordinator of Advising, First Year CollegeNorth Carolina State UniversityACTIVE AND REFLECTIVE LEARNERS• Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first.•"Let's try it out and see how it works" is an active learner's phrase; "Let's think it through first" is the reflective learner's response.•Active learners tend to like group work more than reflective learners, who prefer working alone.•Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners.Everybody is active sometimes and reflective sometimes. Your preference for one category or the other may be strong, moderate, or mild. A balance of the two is desirable. If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend too much time reflecting you may never get anything done.How can active learners help themselves?If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study. Study in a group in which the members take turns explaining different topics to each other. Work with others to guess what you will be asked on the next test and figure out how you will answer. You will always retain information better if you find ways to do something with it.How can reflective learners help themselves?If you are a reflective learner in a class that allows little or no class time for thinking about new information, you should try to compensate for this lack when you study. Don't simply read or memorize the material; stop periodically to review what you have read and to think of possible questions or applications. You might find it helpful to write short summaries of readings or class notes in your own words. Doing so may take extra time but will enable you to retain the material more effectively.SENSING AND INTUITIVE LEARNERS•Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships.•Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class.•Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; intuitors may be better at grasping new concepts and are often morecomfortable than sensors with abstractions and mathematical formulations.•Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster and to be more innovative than sensors.•Sensors don't like courses that have no apparent connection to the real world; intuitors don't like "plug-and-chug" courses that involve a lot of memorization and routine calculations.Everybody is sensing sometimes and intuitive sometimes. Your preference for one or the other may be strong, moderate, or mild. To be effective as a learner and problem solver, you need to be able to function both ways. If you overemphasize intuition, you may miss important details or make careless mistakes in calculations or hands-on work; if you overemphasize sensing, you may rely too much on memorization and familiar methods and not concentrate enough on understanding and innovative thinking.How can sensing learners help themselves?Sensors remember and understand information best if they can see how it connects to the real world. If you are in a class where most of the material is abstract and theoretical, you may have difficulty. Ask your instructor for specific examples of concepts and procedures, and find out how the concepts apply in practice. If the teacher does not provide enough specifics, try to find some in your course text or other references or by brainstorming with friends or classmates.How can intuitive learners help themselves?Many college lecture classes are aimed at intuitors. However, if you are an intuitor and you happen to be in a class that deals primarily with memorization and rote substitution in formulas, you may have trouble with boredom. Ask your instructor for interpretations or theories that link the facts, or try to find the connections yourself. You may also be prone to careless mistakes on test because you are impatient with details and don't like repetition (as in checking your completed solutions). Take time to read the entire question before you start answering and be sure to check your resultsVISUAL AND VERBAL LEARNERSVisual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally.In most college classes very little visual information is presented: students mainly listen to lectures and read material written on chalkboards and in textbooks and handouts. Unfortunately, most people are visual learners, which means that most students do not get nearly as much as they would if more visual presentation were used in class. Good learners are capable of processing information presented either visually or verbally.How can visual learners help themselves?If you are a visual learner, try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is predominantly verbal. Ask your instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course material are available.Prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. Color-code your notes with a highlighter so that everything relating to one topic is the same color.How can verbal learners help themselves?Write summaries or outlines of course material in your own words. Working in groups can be particularly effective: you gain understanding of material by hearing classmates' explanations and you learn even more when you do the explaining.SEQUENTIAL AND GLOBAL LEARNERS•Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it."•Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.Many people who read this description may conclude incorrectly that they are global, since everyone has experienced bewilderment followed by a sudden flash of understanding. What makes you global or not is what happens before the light bulb goes on. Sequential learners may not fully understand the material but they can nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture. Even after they have it, they may be fuzzy about the details of the subject, while sequential learners may know a lot about specific aspects of a subject but may have trouble relating them to different aspects of the same subject or to different subjects.How can sequential learners help themselves?Most college courses are taught in a sequential manner. However, if you are a sequential learner and you have an instructor who jumps around from topic to topic or skips steps, you may have difficulty following and remembering. Ask the instructor to fill in the skipped steps, or fill them in yourself by consulting references. When you are studying, take the time to outline the lecture material for yourself in logical order. In the long run doing so will save you time. You might also try to strengthen your global thinking skills by relating each new topic you study to things you already know. The more you can do so, the deeper your understanding of the topic is likely to be.How can global learners help themselves?If you are a global learner, it can be helpful for you to realize that you need the big picture of a subject before you can master details. If your instructor plunges directly into new topics without bothering toexplain how they relate to what you already know, it can cause problems for you. Fortunately, there are steps you can take that may help you get the big picture more rapidly. Before you begin to study the first section of a chapter in a text, skim through the entire chapter to get an overview. Doing so may be time-consuming initially but it may save you from going over and over individual parts later. Instead of spending a short time on every subject every night, you might find it more productive to immerse yourself in individual subjects for large blocks. Try to relate the subject to things you already know, either by asking the instructor to help you see connections or by consulting references. Above all, don't lose faith in yourself; you will eventually understand the new material, and once you do your understanding of how it connects to other topics and disciplines may enable you to apply it in ways that most sequential thinkers would never dream of.。
应用型大学英语综合教程第三册unit
The use of rhetorical devices such as metaphor, simile, personification, etc., should be analyzed to understand how they contribute to the overall meaning and effect of the text. This analysis should focus on how the author uses these
Language expression and rhetorical devices
Language expression
The language used by the author in the text should be analyzed to understand its impact on the reader. This analysis should focus on how the author uses vocabulary, grammar, and sentence structure to create specific effects or express certain ideas.
Analysis of paragraph meaning and structure
Paragraph meaning
Each paragraph in the text should have a clear meaning that contributes to the overall development of the text. The meaning of each paragraph should be analyzed in detail to understand its role in the development of the theme ideas.
LEARNING STYLES
LEARNING STYLESStudents preferentially take in and process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, steadily and in fits and starts. Teaching methods also vary. Some instructors lecture, others demonstrate or lead students to self-discovery; some focus on principles and others on applications; some emphasize memory and others understanding.When mismatches exist between learning styles of most students in a class and the teaching style of the professor, the students may become bored and inattentive in class, do poorly on tests, get discouraged about the courses, the curriculum, and themselves, and in some cases change to other curricula or drop out of school. Professors, confronted by low test grades, unresponsive or hostile classes, poor attendance and dropouts, know something is not working. They may become overly critical of their students (making things even worse) or begin to wonder if they are in the right profession. Most seriously, society loses potentially excellent professionals. To overcome these problems, professors should strive for a balance of instructional methods (as opposed to trying to teach each student exclusively according to his or her preferences.) If the balance is achieved, all students will be taught partly in a manner they prefer, which leads to an increased comfort level and willingness to learn, and partly in a less preferred manner, which provides practice and feedback in ways of thinking and solving problems which they may not initially be comfortable with but which they will have to use to be fully effective professionals.This site contains resources for a model of learning styles generally referred to as the Felder-Silverman model. The model was originally formulated by Dr. Felder in collaboration with Dr. Linda K. Silverman, an educational psychologist, for use by college instructors and students in engineering and the sciences, although it has subsequently been applied in a broad range of disciplines.Video of an interview with Richard FelderIntroduction to Learning Styles, a taped interview at California State University at Dominguez Hills.Assessment of learning style preferencesThe Index of Learning Styles is a self-scoring questionnaire for assessing preferences on four dimensions of the Felder-Silverman model.Descriptions of learning styles. A four-page handout that brieflyexplains the learning style preferences obtained using the Index of Learning Styles.Publications related to the Felder-Silverman Learning Style Model1.R.M. Felder and L.K. Silverman, "Learning and Teaching Styles inEngineering Education,"Engr. Education, 78(7), 674-681 (1988).The article that originally defined the Felder-Silverman model and identified teaching practices that should meet the needs ofstudents with the full spectrum of styles. The paper is preceded by a 2002 preface that states and explains changes in the model that have been made since 1988.2.R.M. Felder, "Reaching the Second Tier: Learning and TeachingStyles in College Science Education,"J. College Science Teaching, 23(5), 286-290 (1993). An updated presentation of theFelder-Silverman model.3.R.M. Felder and E.R. Henriques, "Learning and Teaching Styles inForeign and Second Language Education,"Foreign Language Annals, 28(1), 21-31 (1995). Application of the F-S learning style model to language education.4.R.M. Felder and J.E. Spurlin, "Applications, Reliability, andValidity of the Index of Learning Styles."Intl. Journal ofEngineering Education, 21(1), 103-112 (2005). A validation study of the Index of Learning Styles.5.T.A. Litzinger, S.H. Lee, J.C. Wise, and R.M. Felder, "APsychometric Study of the Index of Learning Styles."J. Engr.Education, 96(4), 309-319 (2007). Reliability, factor structure, and construct validity of the Index of Learning Styles.Publications related to learning styles in general and other learning style models1.R.M. Felder and R. Brent, "Understanding Student Differences."J.Engr. Education, 94(1), 57-72 (2005). An exploration of differences in student learning styles, approaches to learning (deep, surface, and strategic), and levels of intellectual development, with recommended teaching practices to address all three categories.2.R.M. Felder, "Matters of Style."ASEE Prism, 6(4), 18-23 (December1996). Principles and applications of four learning style models (Felder-Silverman, Kolb, and models based on the Myers-Briggs Type Indicator and the Herrmann Brain Dominance Instrument). The paper concludes that the choice of a model is almost irrelevant: teaching designed to address all dimensions on any of the models is likely to be effective, and all of the models lead to more or less the same instructional approach.3.R.M. Felder, "Are Learning Styles Invalid? (Hint: No!)."On-CourseNewsletter, September 27, 2010. A response to claims that no evidence justifies taking learning styles into account whendesigning instruction.4.R.M. Felder, G.N. Felder, and E.J. Dietz, "The Effects ofPersonality Type on Engineering Student Performance andAttitudes."J. Engr. Education, 91(1), 3-17 (2002). TheMyers-Briggs Type Indicator was administered to 116 sophomore engineering students, whose progress through the curriculum for the next two years was monitored. Type differences in various academic performance measures and attitudes were generally consistent with the predictions of type theory. Active and cooperative learning improves the performance of MBTI types (extraverts, sensors, and feelers) found in previous studies to be disadvantaged in the engineering curriculum.5.R.M. Felder, "A Longitudinal Study of Engineering StudentPerformance and Retention. IV. Instructional Methods and Student Responses to Them."J. Engr. Education, 84(4), 361-367 (1995).Instructional methods designed to reach the full spectrum of learning styles, as applied in an ongoing longitudinal study of engineering students.6.R.M. Felder, G.N. Felder, and E.J. Dietz, "A Longitudinal Study ofEngineering Student Performance and Retention. V. Comparisons with Traditionally-Taught Students."J. Engr. Education, 87(4), 469-480 (1998). Performance and attitude differences between students taught with an active/cooperative learning model and students taught with a traditional instructor-centered model.The subsequent references focus on individual dimensions of student differences.7.R.M. Felder, "Meet Your Students: 1. Stan and Nathan."Chem. Engr.Education, 23(2), 68-69 (Spring 1989). The sensing learning and the intuitive learner.8.R.M. Felder, "Meet Your Students: 2. Susan and Glenda."Chem. Engr.Education, 24(1), 7-8 (Winter 1990). The sequential learner and the global learner.9.R.M. Felder, "Meet Your Students: 3. Michelle, Rob, and Art."Chem.Engr. Education, 24(3), 130-131 (Summer 1990). Three differentapproaches to learning (deep, surface, and strategic), and theconditions that induce students to take a deep approach.10.R.M. Felder, "Meet Your Students: 4. Jill and Perry."Chem. Engr.Education, 25(4), 196-197 (Fall 1991). The judger and the perceiver on the Myers-Briggs Type Indicator.11.R.M. Felder, "Meet Your Students: 5. Edward and Irving."Chem. Engr.Education, 28(1), 36-37 (Winter 1994). The extravert and theintrovert on the Myers-Briggs Type Indicator, and to a goodapproximation, the active learner and reflective learner on the Index of Learning Styles.12.R.M. Felder, "Meet Your Students: 6. Tony and Frank."Chem. Engr.Education, 29(4), 244-245 (Fall 1995). The thinker and the feeler on the Myers-Briggs Type Indicator.Send email to Richard Felder at rmfelder@Return to Dr. Felder's home page。
第十二讲learning-style
Encourage Auditory Learners to:
• Most students learn best when the style of presentation is in agreement with their preferred learning style.
• Learning style is the application of a particular cognitive style to a learning activity. It is seen as relatively fixed.
Encourage Kinesthetic
Learners to:
• make models, do lab work, or role play to physically experience learning.
• trace letters and words with a pen or the index finger when reading and studying.
Background
• Students have different “learning styles”
• Learning styles describe how students prefer to and are best able to receive and process information
英语专业论文题目
英语专业论文题目英语专业论文题目导语：对于英语专业，有哪些题目可以作为论文参考题目呢？下面是小编整理的英语专业论文题目，供各位参考。
1. A Brief Analysis of the Heroine Personality in Jane Eyre《简爱》的主人翁个性分析2. A Brief Comment on O’Henry Short Stories 亨利的短篇小说述评3. A Comment on Hardy’s Fatalism 评哈代的宿命论4. A Comparison between the Themes of Pilgrimage to the West and Pilgrim’s Progress《西游记》与《天路历程》主题的比较5. A Probe into the Feminist Idea of Jane Eyre 《简爱》男女平等思想的探索6. A Study of Native American Literature 美国本土文学的研究7. A Study of Student-Centered English Vocabulary Teaching 以学生为中心的英语词汇教学8. A Study of the Translation of Sports Terms 体育专有名词的翻译9. A Study of Transitional Words and Expressions 过渡词及表达法的研究10. About the Breaking of American Dream from the Great Gatsby从《了不起的盖茨比》看美国梦的破碎11. About the Quality-oriented Education in English Language Teaching英语教学中的素质教育12. About Transform of Parts of Speech in Translation 论翻译中词性的转换13. Application of English Idioms in Daily Life 英语习语在日常生活中的运用14. Body Language Difference in Meaning in Cross-culturalCommunication体态语在跨文化交际中的意义差异15. Characterization in Charles Dickens’ Novels 狄更斯小说中的人物塑造16. Choice of Correct Words in Translation在翻译中如何准确选词17. Comment on Bernard Shaw’s Dramatic Art 评肖伯纳的戏剧艺术18. Comparing First and Second Language Acquisitions二语习得与母语的比较研究19. Cross-culture Failures by Chinese learners of English中国英语学习者跨文化交际中的误区20. Cultural Differences and Idiomatic Expressions in Translation论翻译中的文化差异及习惯表达法21. Cultural Factors and Limitations in Translation 翻译的文化因素局限性22. Developing Students’ Cultural Awareness through Foreign Language Teaching通过外语教学培养学生的文化意识23. Dialectics in Translation 翻译中的辩证法24. Differences between Audio-lingual Method and Functional Approach听说法与交际法的区别25. Effects of Learner’s Motivation in Foreign Lan guage Learning外语学习中学习动机的影响26. English Classroom Teaching: Teacher-dominant or Student-centered英语课堂教学——教师主宰还是学生中心27. Error Analysis in English Learning as a Foreign Language 英语学习中的错误分析研究28. Euphemistic Expressions in Foreign Affairs 外事用语中的委婉表达29. Features of Network English 网络英语的特点30. Food Culture in America and China 中美饮食文化比较31. How to Appreciate English Prose: Traditional and Modern Ways如何欣赏英语散文——传统与现代方法比较32. Humor and Satire in Pride and Prejudice 《傲慢与偏见》的幽默与讽刺33. Influence of Mark Twain’s Works in China 马克吐温的作品在中国的影响34. Influence of Science and Technology on English Vocabulary科学技术对英语词汇的影响35. Information Theory and Translation 信息论与翻译36. Inter-Translation of English and Chinese Proverbs 英汉谚语的互译37. Jane Austen and the Heroine in Pride and Prejudice简奥丝丁和《傲慢与偏见》的女主人38. Lexical Gaps in Chinese and English Inter-Translation 英汉互译的词义差异39. Linguistic Features of Abraham Lincoln’s Addresses 论林肯演说词的语言特征40. Linguistic Features of Business Contracts 商务合同的语言特征41. Linguistic Features of English Advertisements 英语广告的语言特征42. Linguistic Taboos in Chinese and English Languages 谈汉英语言中的禁忌现象43. Logical Fallacies in English Writing 英文写作中的逻辑谬误44. Metaphoric Expressions in Poem … 论《…》诗中的暗喻45. Methods and Procedures in Language Teaching 语言教学的方法及过程46. Needs Analysis of Language Learners 语言学习者的需求分析47. On Attitudes and Motivation in Second LanguageLearning论第二语言学习的'态度及动机48. On Charles Dickens Style in … 论狄更斯的《…》中的语言风格49. On T.S. Eliot’s Mythological Consciousness 论艾略特的神话意识50. On Teacher-Learner Classroom Communication 论教师与学生之间的课堂交流51. On the Character of Shylock in The Merchant of Venice论《威尼斯商人》中的人物夏洛克52. On the Criteria of Translation 议翻译标准53. On the Development of Jane Eyre’s Character 论简爱的性格发展54. On the Feasibility of Communicative Approach in China 谈交际法在中国的可行性55. On the Functions of Ambiguity in English 论英语歧义的功能56. On the Humour of Mark Twain 马克吐温的幽默观57. On the Importance of Translation Theory 翻译理论的重要性58. On the Learning Strategy of English as a Foreign language 谈英语的学习策略59. On the Linguistic Features of the Adventures of Huckleberry Finn《哈克贝利费恩历险记》的语言特点60. On the Poetry of Robert Frost (1874-1963) 评议弗罗斯特的诗歌61. On the Poetry of William Wordsworth (1770-1885) 评议沃兹沃斯的诗歌62. On the Principles for Translation 浅议翻译原则63. On the Relations of Basic Language Skills 基本语言技能的关系64. Translation T echniques of Proverbs, Loanwords and Colloquialisms谚语、外来语和俗语的翻译技巧65. On the Style of Withering Heights 《呼啸山庄》的文体分析66. On the Tragedy of Loman’s Family in Death of A Salesman《推销员之死》中罗曼一家的悲剧67. On the Vividn ess and Images in Poem … 论《…》诗文的生动性与比喻68. On the Words and Expressions Belittling the Female 蔑视女性的词汇和表达法69. On the Writing / Translation of Foreign Trade Contracts 论涉外经济合同写作/翻译70. On Translation of Computer Terms 论计算机的术语翻译71. On Translation of Tourist Guide 论旅游指南的翻译72. On Translation of Trade Names and Names of Export Commodities论商标、出口商品名称的翻译73. On Winston Churchill’s Prose Writing 评邱吉尔的散文写作74. Parallelism in English英语中的排比现象75. Personality Factors to the Success of Foreign Language Learning个性因素在外语学习中的作用76. Points of View and the Mode of Discourse in Vanity Fair 论《名利场》的观点及言语方式77. Politeness and Indirect Speech Acts 礼貌与间接言语行为78. Pragmatic Failures in the Cross-cultural Communication 跨文化交际中的语用失误79. Professional Skills for Foreign Language Teachers in Chinese Middle Schools中国中学外语教师的专业技能80. Relations of Speed and Understandability in Reading Comprehension阅读理解中速度与理解性之间的关系81. Relationship between … Theory and Language Research 论…理论与语言研究的关系82. Relationship of Age to SLA (Second Language Acquisition)论年龄与第二语言习得的关系83. Rhetorical and Narrative Devices in A Farewell to Arms 《永别了，武器》的修辞与描写手法84. Scarlet and Black in The Scarlet Letter 《红字》中的红与黑85. Semantic Analysis of Nominalization in EST 科技英语名词化语义分析86. Sex Differentiation and Sexism in English Language论英语中的性别现象及性别歧视87. Similarities and Dissimilarities of British and American English论英式英语和美式英语的异同88. Social Context in the Foreign Language Teaching and Learning外语教学中的社会语境89. Study of “Hemingway Style” 论“海明威风格”90. Symbolism in Idiomatic Expressions 论习语中的象征手法91. Syntactical Features of Business English 谈商务英语写作的句法特征92. Syntax in John Milton’s Paradise Lost 弥尔顿的《失乐园》的句法探讨93. Techniques of Theme Production in Wuthering Heights 《呼啸山庄》主题的表现手法94. The Application of Communicative Approach Techniques in Modern Foreign Language Teaching and Learning 交际法的教学手段在现代外语教学中的运用95. The Characteristics of Computer Language Vocabulary 计算机语言词汇的特点96. The Cognitive and Affective Factors in Task-based English Teaching英语任务型教学中的认知和情感因素97. The E/C Translation of Metaphors 暗喻的英汉翻译98. The Function of Grammar in English Study 英语学习中语法的功能99. The Influence of L1 on the Learning of a Foreign Language母语对外语学习的影响100. The Influence of Wars on American Literature 战争对美国文学的影响101. The Linguistic Charms of the Adventures of Tom Sawyer 《汤姆索亚历险记》的语言魅力102. The Negation in Translation 论正说反译和反说正译103. The Role of Grammatical Rules in English Language Learning语法规则在英语学习中的地位104. The Significance of Communicative Competence in Foreign Language Testing外语测试中交际能力的重要性105. The Theory of “Dynamic Equivalence” and its Application in E/C Translation等效翻译理论及其在英汉翻译中的应用106. The Translation of Proper Names 专有名词的翻译107. The Understanding and Translation of Attributive Clause 定语从句的理解与翻译108. The Use of Nouns in English 英语中名词的使用109. The Ways of Expressing Emphatic Ideas in English英语中强调语气的表达方式110. Thomas Hardy and his Tess of the D’Urbervilles 哈代和他的《苔丝》111. Translation of Rhetoric Devices in EST (English for Science and Technology)论科技英语中修辞格的翻译方法112. Translation Techniques of Idioms and Slangs 成语、俚语的翻译技巧。
学习风格英语作文
学习风格英语作文Learning Styles: Embracing Individuality in EducationIn the diverse tapestry of the educational landscape, one concept stands out as a testament to the uniqueness of each learner: learning styles. The idea that individuals have distinct preferences when it comes to absorbing and processing information is as important as it is insightful. This essay delves into the significance of understanding and accommodating different learning styles in the English language classroom.Firstly, it's crucial to recognize the three primary learning styles: visual, auditory, and kinesthetic. Visual learners, often referred to as "read-receive" learners, prefer information presented in the form of diagrams, charts, and text. They thrive on seeing the material, whether it's through reading or watching. For these students, incorporating PowerPoint presentations, infographics, and reading materials can significantly enhance their comprehension of English grammar and vocabulary.Auditory learners, on the other hand, are "listen-do" learners. They benefit from listening to lectures, discussions, and audio recordings. In an English class, this could mean using podcasts, audiobooks, and engaging in group discussions to improve listening and speaking skills. By providing a variety of auditory stimuli, educators can caterto the needs of students who are more attuned to sound.Kinesthetic learners, known as "do-check" learners, are the most hands-on of the three. They learn best through physical activities and experiences. For English, this could involve role-playing exercises, interactive games, andtactile learning tools like flashcards. By moving around and engaging with the material in a physical way, kinesthetic learners can better retain and apply new language concepts.Understanding one's learning style is not just about catering to personal preferences; it's also about creating an inclusive learning environment. When educators recognize and respect the different ways students learn, they are fostering a classroom where every student has the opportunity to succeed.Moreover, the application of learning styles in English education can lead to a more dynamic and effective learning experience. For instance, a lesson plan that includes a mix of visual aids, auditory exercises, and kinestheticactivities can cater to the entire class, ensuring that no student is left behind.In conclusion, learning styles are a fundamental aspect of personalized education. By embracing the diversity of learning styles, English language educators can create a more engaging, effective, and equitable learning environment. It's not just about teaching English; it's about empowering students to learn in the way that best suits them, and indoing so, unlocking their full potential in language acquisition and beyond.。
The Application of Emotion Teaching in the Process
The Application of Emotion T eaching in the Process of Xi Jinping’s New Era Socialism with Chinese Characteristics Integrating into the Outline Course of Modern Chinese HistoryShulin GuoSchool of Law and Politics, Lingnan Normal University Abstract: In the process of Xi Jinping’s new era of socialism with Chinese characteristics being integrated into the outline course of modern Chinese history, ideological and political teachers’ emotional teaching and cultivating students’ correct emotional attitudes and values are not only the implementation of the requirements of Lide Shuren, but also the embodiment of ideological and political teachers’ emphasis on students’ dominant position in the classroom. Political teachers should be good at combining the characteristics of teaching objects and teaching contents, consciously showing their feelings of home and country, preaching and kindness in the classroom, moving people with emotions, guiding students to become adults and aspire to become talents, so as to cast souls and educate people with Xi Jinping’s new era of socialism with Chinese characteristics. Keywords: Xi Jinping’s thought of socialism with Chinese characteristics in the new era; Outline of modern Chinese history; Emotion teaching; UtilizeDOI: 10.47297/wspiedWSP2516-250016.20220601In the process of Xi Jinping’s new era of socialism with Chinese characteristics being integrated into the outline course of modern Chinese history, how to make abstract theories enter the minds of college students is a teaching problem faced by teachers of ideological and political courses. On March 18, 2019, Xi Jinping, general secretary of the CPC Central Committee, presided over a symposium of teachers of ideological and political theory courses in Beijing, saying, Ideological and political courses should guide students to become adults and aspire to become talents. Only by impressing students can we guide them. Teachers’ feelings in class can most impress people and even affect students’ life. True faith has true feelings,About the author: Shulin Guo (1977-08), male, Han nationality, native place, Nanyang, Henan Province, School of Law and Politics, lecturer, doctoral degree, research direction: Modern and modern history of China.104Journal of International Education and Development Vol.6 No.1 2022 and true feelings can infect people.” [1] Therefore, in the process of integrating Xi Jinping’s new era of socialism with Chinese characteristics into the outline course of modern Chinese history, the teaching of ideological and political teachers with certain feelings is a process of correctly guiding college students’ different emotional experiences, such as happiness, anger, sadness and resentment, and internalizing them into positive and healthy historical emotions, such as family feelings, national pride, rational moral feelings and aesthetic feelings, which makes it easier to communicate with college students. Emotions play a role of lubrication and promotion in this process.1. The T eachers of Ideological and Political Course Cultivate Students’Feelings of Home and Country with EmotionGeneral Secretary Xi Jinping once said: The value orientation of youth determines the value orientation of the whole society in the future, and youth is in the period of forming and establishing values, so it is very important to cultivate values in this period. [2] Teachers of ideological and political courses should take moral education as the purpose of education and teaching. In the outline course of modern Chinese history, the task of educating people is implemented in the process of cultivating the feelings of home and country. Emotion is one of the most essential characteristics of teaching art. Without emotional communication and sublimation, the teaching of outline course of modern Chinese history can hardly be called the real teaching art. As the saying goes, If you want to spread sunshine to other people’s hearts, you must have it in your own heart first. If you want to convey a certain emotion to students, the premise is that the teacher must contain this emotion, and the stronger this emotion is, the deeper the feeling that students can receive. Teachers are the key factors that affect the cultivation of students’ historical feelings. A person who has many prejudices against the country and lacks national spirit can’t convey strong patriotism to students, let alone effectively cultivate students’ feelings of home and country, and achieve one of the teaching goals. This requires the teacher to be a lover and give full play to the function of infecting, edifying and inspiring emotions. As a result, it is very possible for students to feel other people’s emotions by “empathy”-projecting themselves into other people’s psychological activities-and to realize the emotions behind historical events or characters, and to internalize and acquire them over time, so as to achieve the emotional teaching effect to a certain extent.During the open training of the Outline Course of Modern Chinese History, an ideological and political teacher finally sublimated the emotion of the meaning of the War to Resist U.S. Aggression and Aid Korea during the course of teaching the content of the War to Resist U.S. Aggression and Aid Korea. As a listener, he could clearly feel the subtle change of the lecturer’s voice, which seemed to be a little105Journal of International Education and Development Vol.6 No.1 2022hoarse and trembling, but his tone was not deliberately passionate, and his eyes were bright after light refraction, but on the surface he remained calm as usual. “Teachers who can’t use the necessary facial expressions or control their emotions won’t be good teachers.” [3] In those two minutes or so, it seems that I felt the strong and unobtrusive emotions of the lecturer, even though he just told us the truth that we already knew by heart, but with this self-evident emotional transmission, the spirit of resisting US aggression and aiding Korea suddenly had an unprecedented depth.2. The T eachers of Ideological and Political Courses are Adhering to the Missionary Feelings to Infect College StudentsModern teaching theory holds that the cultivation of emotion is an urgent task of teaching and an important means to improve teaching efficiency. [4] To be an excellent ideological and political teacher, you must be enthusiastic about your teaching work and your students. As one of the leading roles in education and teaching, the mood of the ideological and political teachers will not only affect the atmosphere of classroom teaching, but also affect students’ classroom enthusiasm and learning effect. When the ideological and political teacher is full of enthusiasm for teaching, his enthusiasm in class will directly affect students’ emotions and arouse students’ learning enthusiasm, and the enthusiasm of teachers and students will form a positive classroom atmosphere. Under the influence of this atmosphere, teachers’ lectures are full of vitality and students’ learning is full of motivation, thus forming a circular framework of mutual influence. How can the results of teaching activities under such influence be bad? Distinctive love and hate, different emotions and feelings are the needs of emotional education in the teaching of Outline Course of Modern Chinese History. In order to make the fluctuation of students’ emotions change with the teaching content, teachers should give different stimuli to students’ emotions and feelings. Correctly handling the relationship between objective facts and subjective inner experience is an important way for ideological and political teachers to externalize their emotional consciousness. On the other hand, if the ideological and political teacher has no enthusiasm for his own teaching work, only works for his work, has a low mood in classroom teaching, only gives lectures blindly to finish his work, and completely ignores the students, then his low and inactive mood will inevitably hit the students’ learning enthusiasm, and students will no longer have the desire to concentrate on listening and do their own things, and the classroom atmosphere will become increasingly low. Under the influence of such a low atmosphere, the teaching effect can be imagined.106Journal of International Education and Development Vol.6 No.1 2022 3. Teachers of Ideological and Political Courses Should Moisten Students’ Hearts with Loving FeelingsEinstein once said, “Only love is the best teacher, which far exceeds the sense of responsibility.” The ideological and political teacher of the traditional outline course of modern Chinese history follows the script, only contacts the students in class time, and only gives the students the image of a strict teacher, which makes the distance between teachers and students more and more distant. It can be said that the traditional outline classroom of modern Chinese history lacks “love”, and the new curriculum reform concept holds that one thing that can’t be lacking is the love between teachers and students to build an artistic outline classroom of modern Chinese history. The relationship between teachers and students is a link, one is learning, the other is life. Learning and life, like teachers and students, are closely related rather than isolated. Teachers give more love and patience to students, and students also communicate with teachers. The teaching of Outline Course of Modern Chinese History is a process of emotional communication, emotional resonance and emotional blending among textbook text, teachers and students. Only by realizing the harmonious blending of these three emotions can we play the wonderful music of history teaching art.In the emotional teaching of the Outline Course of Modern Chinese History, teachers are used to transmitting their own “standard emotions” to students, but it is easy to ignore that students should be in the subjective position with subjective initiative in the classroom, and fail to skillfully combine their own cognition with the characteristics of college students themselves. The emotion and emotional experience generated in this process is the implementation purpose of emotional teaching. Or when implementing the emotional teaching of the Outline Course of Modern Chinese History, the artistry of classroom teaching was not fully taken into account, and non-artistic teaching methods such as flow-based question-and-answer communication, procedural explanation, and mechanical sudden “lyric” were adopted. If teachers lack the right way to motivate students, it will be difficult for their emotions to really blend into the historical atmosphere they deserve, and even more difficult for students to understand the profound ideological connotation contained in the words of ideological and political teachers.Modern cognitive psychology holds that the process of students’ learning is an activity that unifies emotional will and cognition on the basis of various activities in people’s hearts. Cognition and affective factors together constitute two different aspects of students’ learning psychology in this process, which have great influence on learning behavior. Without cognitive factors and affective factors, it is impossible to successfully complete the learning task. [5] Therefore, the teaching of Outline Course of Modern Chinese History follows the steps of the new curriculum107Journal of International Education and Development Vol.6 No.1 2022reform, pays attention to the emotional comprehension, personality and moral cultivation of college students, integrates emotions into the teaching of Outline Course of Modern Chinese History, uses various creative and artistic methods, arouses emotional communication and resonance between teachers and students, artistic the classroom of Outline Course of Modern Chinese History, cultivates students’ humanistic quality and sound psychology, and casts souls and educates people with Xi Jinping’s new era socialism with Chinese characteristics.References[1] Xi Jinping. Ideological and political course is the key course to implement the fun-damental task of Lide Shuren [n], seeking truth, 2020-17.[2] Literature Research Office of the Central Committee of the Communist Party ofChina. Excerpts from Xi Jinping’s works on youth and the Communist Youth League [M]. Beijing: Central Literature Publishing House, 2017.[3] makarenko. On communist education [M]. Beijing: People’s Education Press,1976:303.[4] Song Lunzhang. “The five basic principles that history classroom teaching artshould follow” [J]. Cultural and educational materials .2010 (27): 142-43.[5] Li Xiang. The dilemma and countermeasures of emotional attitude and values edu-cation under the new historical standard [D]. Yanbian University, 2017:9.108。
小学英语教师教学风格
01
Overview of Teaching Styles for Primary
School English Teachers
Definition and characteristics
Definition
The teaching style of primary school English teachers refers to the unique way in which they approach teaching English to young learners It encompasses their methods, techniques, and strategies used in the classroom
This type of English teacher emphasizes the application and practice of language, believing that language is a communicative tool that can only be truly mastered through practice. Therefore, they will design various language practice activities, such as oral communication, writing exercises, situational simulations, etc., to enable students to learn and apply English in practice.
Teacher Credibility
The way a teacher teachers conveys a message about their credibility to students A consistent and confident teaching style builds trust and respect between teachers and students
谈谈学习方式对你的帮助初三英语作文
谈谈学习方式对你的帮助初三英语作文Learning is a fundamental aspect of human development and growth. It is the process by which we acquire new knowledge, skills, and understanding. However, not everyone learns in the same way. Each individual has their own preferred learning style, which can significantly impact the effectiveness and efficiency of their learning process. In my case, understanding and embracing my learning styles has been instrumental in my academic journey, particularly during my time in middle school.One of the most significant learning styles that has benefited me is the visual learning style. As a visual learner, I find that I am able to comprehend and retain information more effectively when it is presented in a visual format, such as diagrams, charts, or images. This has been particularly helpful in my English studies, where I have been able to better understand complex grammatical structures and vocabulary by visualizing them. For example, when learning about sentence structure, I found that creating visual representations of the different parts of speech and how they fit together helped me internalize the concepts more effectively.Similarly, my kinesthetic learning style has been a valuable asset in my language learning. As a kinesthetic learner, I learn best through hands-on experiences and physical engagement with the material. In my English classes, I have found that activities such as role-playing dialogues, acting out vocabulary words, or creating physical representations of grammatical concepts have been incredibly helpful in solidifying my understanding of the language. This approach has been particularly beneficial in developing my speaking and listening skills, as it has allowed me to practice and apply the language in a more practical and engaging way.Another learning style that has been crucial to my success in middle school is the auditory learning style. As an auditory learner, I thrive in environments where information is presented through spoken word or discussion. In my English classes, I have found that actively participating in class discussions, listening to audio recordings of lectures or dialogues, and engaging in group activities that involve oral communication have been instrumental in my learning process. This has been especially helpful in improving my listening comprehension and my ability to express my thoughts and ideas verbally.In addition to these primary learning styles, I have also found that incorporating a variety of learning strategies has been beneficial inmy overall academic performance. For example, I have found that combining visual, kinesthetic, and auditory learning techniques has been particularly effective in helping me understand and retain complex information. By engaging multiple senses and modalities, I am able to create a more comprehensive and robust understanding of the material.Furthermore, I have discovered that the ability to adapt my learning strategies to the specific demands of a task or subject has been crucial to my success. For instance, when preparing for a written exam in my English class, I may focus more on visual and kinesthetic learning techniques, such as creating mind maps or practicing writing exercises. However, when preparing for an oral presentation, I may prioritize auditory and kinesthetic learning approaches, such as rehearsing the presentation aloud and practicing body language and gestures.One of the most significant benefits of understanding and embracing my learning styles has been the boost in my confidence and motivation. Knowing that I have the tools and strategies to effectively navigate the learning process has empowered me to take on more challenging tasks and to approach my studies with a greater sense of self-assurance. This, in turn, has led to improved academic performance and a deeper appreciation for the learning process itself.Moreover, the awareness of my learning styles has also helped me to become a more self-directed and independent learner. By understanding my strengths and weaknesses, I have been able to develop personalized study habits and learning techniques that work best for me. This has allowed me to take a more active and engaged role in my own education, rather than relying solely on the guidance of my teachers.In conclusion, the recognition and application of my learning styles have been instrumental in my academic success during my time in middle school. By embracing my visual, kinesthetic, and auditory preferences, as well as incorporating a variety of learning strategies, I have been able to enhance my understanding, retention, and overall performance in my English studies. Moreover, this self-awareness has boosted my confidence, motivation, and independence as a learner, setting me up for continued success in my educational journey.。
The Impact of Learning Styles on Teaching Methods
The Impact of Learning Styles onTeaching MethodsThe impact of learning styles on teaching methods is a topic that has been widely debated in the field of education. Understanding the different ways inwhich students learn is crucial for educators to effectively tailor their teaching methods to meet the diverse needs of their students. In this response, we will explore the various learning styles and their impact on teaching methods from multiple perspectives. First and foremost, it is important to understand the different learning styles that exist. According to the VARK model, developed by Neil Fleming, there are four primary learning styles: visual, auditory,reading/writing, and kinesthetic. Visual learners prefer to learn through visual aids such as charts, graphs, and diagrams. Auditory learners, on the other hand, learn best through listening and verbal instruction. Reading/writing learnersthrive on written materials and prefer to take notes to process information. Finally, kinesthetic learners learn best through hands-on activities and movement. From the perspective of the students, understanding their own learning style can significantly impact their academic performance. When students are aware of their preferred learning style, they can communicate their needs to their teachers and seek out resources that align with their learning preferences. For example, avisual learner may benefit from watching educational videos or using flashcards to study, while a kinesthetic learner may excel in a lab setting where they can engage in hands-on experiments. From the perspective of educators, recognizingand accommodating different learning styles is essential for creating an inclusive and effective learning environment. By incorporating a variety of teaching methods that cater to different learning styles, educators can ensure that all students have the opportunity to succeed. For example, a teacher may use a combination of visual aids, verbal explanations, written assignments, and interactive activities to engage students with diverse learning preferences. Furthermore, the impact of learning styles on teaching methods extends beyond the classroom. School administrators and curriculum developers also play a crucial role in shaping the educational experience for students. By promoting the understanding of learningstyles among educators and providing professional development opportunities to enhance teaching methods, administrators can foster a more supportive and adaptive learning environment for students. In addition, the impact of learning styles on teaching methods can also be seen in the realm of educational technology. With the advancement of digital learning tools, educators have the opportunity to personalize the learning experience for students based on their individuallearning styles. For example, adaptive learning platforms can analyze students' interactions and performance to deliver customized content that aligns with their learning preferences. Moreover, it is important to acknowledge the limitations of focusing solely on learning styles when it comes to teaching methods. While understanding learning styles can be beneficial, it is also essential foreducators to promote the development of diverse skills and competencies in their students. By incorporating a variety of teaching methods that challenge studentsto think critically, communicate effectively, and collaborate with their peers, educators can prepare students to thrive in an ever-changing world. In conclusion, the impact of learning styles on teaching methods is a complex and multifaceted issue that requires careful consideration from multiple perspectives. By recognizing and accommodating different learning styles, educators can create a more inclusive and effective learning environment for their students. However, itis also important to balance the focus on learning styles with the promotion of diverse skills and competencies to ensure that students are well-prepared for the future. Ultimately, the goal of education should be to empower all students to reach their full potential, regardless of their learning style.。
知识或技能在生活中的应用英语作文
知识或技能在生活中的应用英语作文全文共3篇示例，供读者参考篇1The Relevance of Knowledge and Skills in Everyday LifeAs a student, I often find myself questioning the practicality of the knowledge and skills I acquire through my studies. Sitting in a classroom, poring over textbooks and scribbling notes, it's easy to feel disconnected from the real world, as if the concepts and theories I'm learning hold little bearing on my day-to-day existence. However, upon closer examination, I've come to realize that the application of knowledge and skills is not confined to the ivory towers of academia but rather permeates every aspect of our lives, imbuing our experiences with depth, enrichment, and a sense of purpose.One of the most evident applications of knowledge is in problem-solving, a skill that transcends academic boundaries and proves invaluable in navigating the complexities of life. Whether it's troubleshooting a technical issue, resolving a conflict with a friend, or making a difficult decision, the ability to analyze a situation, identify the root cause, and devise effectivesolutions is paramount. The critical thinking skills honed through my studies have equipped me with the tools to approach problems systematically, consider multiple perspectives, and arrive at well-reasoned conclusions.Moreover, the knowledge gained from various disciplines has proven instrumental in understanding and appreciating the world around me. My study of history, for instance, has not only provided me with a profound understanding of the events and forces that have shaped our present reality but has also instilled in me a deep respect for diverse cultures and traditions. The insights gleaned from literature and the arts have heightened my emotional intelligence, enabling me to empathize with others and appreciate the nuances of human experience.In an increasingly globalized and interconnected world, the ability to communicate effectively has become a paramount skill. The study of languages has opened up new avenues ofcross-cultural exchange, allowing me to bridge cultural divides and forge meaningful connections with individuals from diverse backgrounds. Furthermore, the principles of effective communication, such as active listening, clarity of expression, and adapting one's message to the audience, have proven invaluable in both personal and professional contexts.Beyond the realm of academia, the application of knowledge and skills extends to practical aspects of daily life. The study of mathematics has equipped me with the ability to manage finances, understand statistics, and make informed decisions based on quantitative data. Knowledge of nutrition and health sciences has empowered me to make conscious choices about my diet and lifestyle, promoting overall well-being. Even seemingly mundane tasks, such as organizing a living space or planning a trip, require the application of organizational and time management skills cultivated through my educational journey.Perhaps one of the most profound applications of knowledge and skills lies in the realm of personal growth and self-discovery. The pursuit of knowledge has not only expanded my intellectual horizons but has also challenged me to confront my biases, question my assumptions, and continually strive for self-improvement. The skills of self-reflection, introspection, and emotional intelligence have enabled me to navigate the complexities of personal relationships, manage stress and adversity, and cultivate a sense of purpose and fulfillment.In essence, the application of knowledge and skills is not a compartmentalized endeavor but rather a holistic integration oflearning into every facet of our lives. It is the bridge that connects theory and practice, enabling us to transform abstract concepts into tangible actions and meaningful experiences. As I continue on my educational journey, I am increasingly aware of the profound impact that knowledge and skills can have on shaping our understanding of the world, our relationships with others, and our sense of self.The true value of education lies not merely in the accumulation of facts and figures but in the ability to apply that knowledge in a way that enriches our lives and contributes to the betterment of society. It is through the application of knowledge and skills that we can solve complex problems, fostercross-cultural understanding, make informed decisions, and ultimately, create a more just, sustainable, and harmonious world.As I look ahead to the future, I am filled with a sense of excitement and possibility. The knowledge and skills I have acquired through my studies have equipped me with a powerful toolkit, a lens through which to navigate the complexities of life with clarity, resilience, and a deep appreciation for the interconnectedness of all things. It is my hope that by continually seeking knowledge, honing my skills, and applying them inmeaningful ways, I can not only enhance my own life but also contribute to the greater good of humanity.篇2The Value of Applying Knowledge in Everyday LifeAs a student, I've spent countless hours poring over textbooks, scribbling notes, and committing information to memory. From mathematical formulas to historical dates, scientific theories to literary analysis, the sheer volume of knowledge we're expected to absorb can feel overwhelming. But what's the point of accumulating all this knowledge if we can't apply it in our daily lives?The truth is, the real value of education lies not just in the acquisition of knowledge but in our ability to utilize that knowledge practically. Knowledge is only truly powerful when we can translate it into action, decision-making, andproblem-solving. It's a lesson that has become increasingly apparent to me as I navigate the challenges and opportunities of young adulthood.Take, for instance, the practical application of mathematical skills. Sure, we all grumbled our way through algebra and calculus classes, wondering when we'd ever use concepts likequadratic equations or derivatives in the "real world." But understanding mathematical principles has proven invaluable in everything from managing personal finances to comprehending complex data and statistics that shape our understanding of the world around us.Budgeting, for example, requires a solid grasp of arithmetic and percentages. Being able to calculate interest rates, debt repayment schedules, and opportunity costs is crucial for making informed financial decisions that can have a significant impact on our long-term financial well-being. And in a world wherewe're constantly bombarded with statistics and data visualizations, having the numeracy skills to interpret and critically analyze quantitative information is essential for navigating topics as diverse as public health, economics, and climate change.But it's not just math that has practical applications in everyday life. The critical thinking and analytical skills we develop through subjects like history, literature, and philosophy are invaluable tools for navigating the complexities of the modern world.Studying history, for instance, teaches us to examine events from multiple perspectives, to understand the context andmotivations behind human actions, and to recognize patterns and cycles that can inform our understanding of current affairs. These skills are not only useful for engaging in informed political discourse but also for navigating interpersonal relationships, resolving conflicts, and making ethical decisions in our personal and professional lives.Literature, on the other hand, cultivates our ability to empathize with diverse experiences, to appreciate nuanced language and storytelling, and to grapple with complex themes and moral篇3The Relevance of Knowledge and Skills in Everyday LifeAs a student, I am constantly acquiring new knowledge and developing new skills through my studies. However, the true value of what I learn lies not just in the understanding itself, but in its practical application to the real world. Knowledge and skills are meaningless if they remain confined to the classroom or textbooks, unable to be translated into action that enhances our daily lives. It is the ability to apply what we have learned that truly empowers us and unlocks the full potential of education.One of the most fundamental applications of knowledge is in problem-solving. Life is full of challenges, big and small, and the ability to approach these obstacles with a well-rounded base of knowledge is invaluable. From something as simple as troubleshooting a technical issue with a device to tackling complex societal problems, the knowledge we gain through our studies equips us with the tools to analyze situations, consider multiple perspectives, and devise effective solutions.For instance, the principles of critical thinking and logical reasoning that we learn in philosophy or debate classes can be applied to virtually any area of life. They teach us to evaluate information objectively, identify flaws in arguments, and construct well-reasoned conclusions. These skills are not only useful in academic settings but also in navigating the vast array of information and opinions we encounter daily, enabling us to make informed decisions and form well-grounded beliefs.Similarly, the knowledge acquired in subjects like history, literature, and social sciences provides us with a deeper understanding of human societies, cultures, and the complexities of interpersonal relationships. This understanding can be leveraged to foster empathy, respect for diversity, and effectivecommunication – invaluable assets in both personal and professional contexts.Beyond theoretical knowledge, the practical skills we develop through our studies also have immense real-world applications. For instance, the ability to write clearly and persuasively, honed through countless essays and research papers, is a valuable asset in any profession that involves communication, be it in crafting proposals, reports, or marketing materials.Similarly, the analytical and quantitative skills developed in subjects like mathematics, statistics, and economics can be applied to a wide range of scenarios, from managing personal finances to understanding and interpreting data in various professional roles. These skills empower us to make informed decisions, identify patterns and trends, and solve complex problems with precision and efficiency.Moreover, the collaborative and teamwork skills fostered through group projects and extracurricular activities are indispensable in today's interconnected world. The ability to work effectively with others, communicate ideas clearly, and navigate diverse perspectives are essential not only inprofessional settings but also in personal relationships and community involvement.As we navigate the ever-changing landscape of the modern world, the ability to adapt and continually learn new skills is paramount. The knowledge and skills we acquire through our studies serve as a foundation upon which we can build, enabling us to stay relevant and thrive in an increasingly complex and rapidly evolving environment.For example, the technological advancements we witness daily require us to constantly update our knowledge and skills to keep pace. The coding and computational skills learned in computer science courses can be applied to automate tasks, develop innovative solutions, and even pursue entrepreneurial endeavors in the tech industry.Furthermore, the scientific knowledge gained in fields like biology, chemistry, and environmental sciences equips us to understand and address critical issues such as climate change, sustainable development, and public health challenges. By applying this knowledge, we can contribute to finding solutions that improve the quality of life for individuals and communities alike.Beyond the tangible applications, the pursuit of knowledge and skills also has profound personal benefits. The process of learning fosters intellectual curiosity, critical thinking, and a growth mindset – traits that are invaluable in navigating the complexities of life. It instills a sense of wonder and appreciation for the world around us, and cultivates a thirst for continuous self-improvement and personal growth.In essence, the knowledge and skills we acquire through our studies are not merely academic pursuits but rather powerful tools that can be leveraged to navigate the challenges and opportunities of everyday life. By consistently applying what we have learned, we can solve problems, make informed decisions, foster understanding and empathy, and ultimately contribute to the betterment of ourselves, our communities, and society as a whole.As students, it is our responsibility to not only absorb information but also to actively seek opportunities to put our knowledge and skills into practice. Whether through internships, volunteering, or personal projects, engaging in real-world applications of what we have learned not only reinforces our understanding but also helps us develop the adaptability and resilience required to succeed in an ever-changing world.In conclusion, the true value of education lies not solely in the acquisition of knowledge and skills but in their practical application to the complexities of everyday life. By embracing this mindset and actively seeking opportunities to translate what we have learned into action, we can unlock our full potential, overcome challenges, and contribute positively to the world around us. Education is not just a means to an end but a lifelong journey of growth, discovery, and impact.。
知识来源实践又指导实践英语作文
知识来源实践又指导实践英语作文In the journey of acquiring education, the integration of knowledge and practice plays a crucial role in shaping an individual's capabilities and future success. Knowledge provides the theoretical foundation, while practice bridges the gap between theory and real-world application. This dynamic interplay ensures that learning is not confined to the classroom but extends into every aspect of life, enhancing both personal and professional growth.Firstly, the role of knowledge in education cannot be overstated. Knowledge encompasses the facts, information, and skills acquired through experience or education. It forms the bedrock of intellectual development, allowing individuals to understand complex concepts, solve problems, and make informed decisions. However, knowledge alone is notsufficient. Without practical application, knowledge remains abstract and may not be fully understood or appreciated.Practice, on the other hand, involves the application of knowledge in real-world scenarios. It is through practicethat individuals can test their understanding, refine their skills, and gain new insights. Practical experience enables learners to see the relevance and implications of what they have learned, thereby deepening their comprehension and retention of knowledge. For instance, a medical student who learns about surgical procedures in textbooks must also engage in hands-on practice in a clinical setting to become proficient. This blend of theoretical learning and practical application is essential for mastering any discipline.The integration of knowledge and practice is particularly significant in fields that require a high level of skill and expertise. In engineering, for example, students must not only learn the principles of physics and mathematics but alsoapply these principles in designing and building structures. Similarly, in the field of education, teachers must combine their understanding of pedagogical theories with practical teaching methods to effectively manage classrooms and facilitate learning.Moreover, the synergy between knowledge and practice fosters critical thinking and problem-solving skills. When individuals apply their knowledge to real-world situations, they are often faced with challenges and uncertainties that require innovative solutions. This process encourages learners to think critically, analyze situations from different perspectives, and develop creative approaches to problem-solving. For instance, in the business world, managers must use their knowledge of economics, finance, and organizational behavior to make strategic decisions, manage teams, and navigate market complexities.The integration of knowledge and practice also enhances employability and career advancement. Employers value individuals who possess not only theoretical knowledge butalso practical experience. This combination ensures that employees can adapt to the demands of the workplace, perform tasks efficiently, and contribute to organizational success. Internships, apprenticeships, and cooperative education programs are examples of how educational institutionsfacilitate the practical application of knowledge, preparing students for the workforce.Furthermore, the interplay between knowledge and practice is crucial for lifelong learning and personal development. In a rapidly changing world, individuals must continuouslyupdate their skills and knowledge to remain relevant and competitive. Engaging in practical experiences allows individuals to stay abreast of new developments, technologies, and best practices in their field. Lifelong learning is notlimited to formal education; it includes self-directed learning, professional development, and experiential learning.To illustrate the importance of integrating knowledge and practice, consider the field of information technology. IT professionals must stay updated with the latest advancementsin technology, software, and cybersecurity. While theoretical knowledge provides a foundation, practical experience is essential for implementing and managing IT systemseffectively. Through hands-on experience, IT professionalscan troubleshoot issues, optimize performance, and develop innovative solutions to technological challenges.Another example is the field of law. Aspiring lawyersmust master legal theories, statutes, and case laws. However, it is through internships, moot court competitions, and legal clinics that they gain practical experience in legal research, drafting, and advocacy. This practical exposure equips themwith the skills needed to represent clients, argue cases, and navigate the complexities of the legal system.The integration of knowledge and practice is also evident in the arts. Musicians, for instance, must learn music theory, composition, and history. However, it is through practice, performance, and collaboration with other musicians that they hone their craft and develop their unique style. Similarly, visual artists must combine their understanding of art techniques and concepts with hands-on practice in drawing, painting, or sculpting to create meaningful and impactful works of art.Educational institutions play a vital role in promotingthe integration of knowledge and practice. Curriculum design should incorporate experiential learning opportunities, suchas laboratory work, field trips, projects, and simulations. Educators should emphasize the practical application of theoretical concepts and encourage students to engage inactive learning. Collaboration with industry partners can provide students with real-world experiences, mentorship, and exposure to current practices in their field.In addition to formal education, informal learning environments also contribute to the integration of knowledge and practice. Online courses, workshops, and community programs offer opportunities for individuals to acquire new skills and apply them in practical contexts. These platforms provide flexibility and accessibility, allowing learners to pursue their interests and career goals at their own pace.In conclusion, the integration of knowledge and practice is essential for holistic education and personal development. Knowledge provides the theoretical framework, while practice enables the application of this knowledge in real-world scenarios. This dynamic relationship fosters critical thinking, problem-solving skills, and lifelong learning. By promoting the synergy between knowledge and practice,educational institutions and informal learning environments can equip individuals with the skills and competencies needed to thrive in an ever-evolving world. As the saying goes, "Knowledge is power," but it is the practical application of knowledge that truly unlocks this power and paves the way for success.。
The Application of Learning Strategy in English Te
The Application of Learning Strategy in English TeachingIn 1970s, some researchers such as Rubin (from the United States), Naiman, Frohlich and Todesco （from Canada）began the research of second language learning strategy. Since then, second language learning strategy has gradually become a hot topic. In recent decades, many researchers have pointed out that it is impossible to achieve satisfied teaching effect only by one good teaching method, no matter what kind of method it is, whether it is grammar, translation, communicative, or the direct method etc. So when they study in pedagogy, they also focus on the study of how to learn.There is no universally accepted theoretical basis for identifying and describing language learning strategies. Theorists have made various analyses and descriptions from different angles. In Chamot’s view (1987), learning strategies are techniques, approaches or deliberate actions that students take in order to facilitate the learning, recall of both linguistic and content area information.On the classification of Language learning strategies, different researchers have different views. According to O’Mally and Chamot, learning strategies have been classified into three categories depending on the level or type of processing involved. This three-way division is more comprehensive and can be used as an applicable framework to a variety of language learning strategies. Metacognitive strategy is executive skill used for learners to oversee, regulate, or self-direct their language learning. They may entail planning for learning, monitoring of comprehension or production and evaluating the success of learning after the language activities are completed. While Metacognitive strategy refers to learner’s management of their learning, Cognitive strategy refers to distinct learning activities which include knowledge learning and problem solving that require direct analysis, transformation, or synthesis of learning materials. Social/Emotional strategy represents a broad grouping that involves either interaction with another person or the controlling of emotion.In this paper, we will adopt O’Mally and Chamot’s classification to discuss the application of learning strategy in English teaching, especially in the English listening teaching of secondary school.1.The importance of language learning strategy in secondary schoolThe Language expert, Oxford pointed out that learning strategy is important in language learning for two reasons: First, the strategy is the tool for self-learning, especially for improving communication ability. Second, people will become more confident in the use of strategy, and can be more efficient in learning process.With the accelerating reform of middle school English teaching, the issue how to train student’s ability for self-learning has been concerned more and more. At present, the study of English learning strategies at home and abroad are focused on college English teaching mostly, the study on secondary schools is involved few, however, because of intense competition and the needs of modern society, the demand of English proficiency increased rapidly for secondary school students. English teaching in modern secondary school is no longer simply the knowledge transmission, but the skill training of all aspects such as listening, speaking, reading, writing and so on. Therefore, the secondary school English teachers must not only be "General Directors" in the classroom, but also should teach students learning methods and strategies, so that students can have their own learning ability.In the actual process of teaching, the sense of English learning strategy is very weak for many students, the knowledge of learning strategies is also very limited, so many students fell disappointed in English learning, they are not good at study and the using of scientific and effective methods, which resulted in their low- effective and invalid learning, many students made greatefforts in learning English, but they are always difficult to have any breakthrough, therefore, the selection and application of correct strategy have a direct impact on learning efficiency.2.The problems encountered by the students when applying the learning strategy in secondary schoolMost secondary school students are not in good status on the use of language learning strategy, the students’ English learning is in a semi-blind, semi-autonomous state. Although there are a lot of factors affecting the results of English learning, the use of language learning strategies for students will affect the efficiency of their English study inevitably, and will eventually result in the success or failure of their language learning. Low frequency of English learning strategy is very unfavorable on student’s English learning. There are several common problems e ncountered by the students when applying learning strategy in secondary school.3.1 Limitation of learning theories strategyMost students often ask their teachers “how to learn English” and “how to learn English well”. Many students still memorize words by rote; they do not understand language learning strategies and learning strategies skills. So teachers should teach the knowledge and application of learning strategies, and apply such strategies in the teaching process, so that students can understand the importance of the English learning strategies, enhance their awareness of the strategies, then they can choose the right learning strategies appropriately. For example, the cognitive strategy can be used to memorize English words. First, inspire students to read a large number of English articles, have a general impression on the new words; then add some information to these words, guessing the words meaning according to the context and roots, or by using affixes, synonym to enrich vocabulary.3.2 Less use of Metacognitive strategyIn secondary English teaching, the method of teacher-centered and grammar translation has replaced by the method of student-centered and communicative gradually. Because the Metacogitive strategies are less used, many students are lack of awareness of the management of the learning process, most students don’t have English learning plan, or their plans are not according to their own effective study way. In teaching activities, the students do not accept knowledge or strategies actively, but in a negative manner, and their knowledge, experience, motivation and interest system are based on access to knowledge perception. Students are the principal part of English learning activities, in the teaching practice, English teachers should help students establish their own learning goals, develop their learning plans, control their study time, and assess their learning outcomes, and finally, students may master the Metacogitive strategies and use them to control their own learning process and effective management.3.3Neglect of Social strategyEnglish is a kind of language, so the aim of English learning is using it, but many students only attach the importance to the forms of learning, neglect the use of language. In the learning process, students prefer to memorizing words, reading texts and doing exercises, but they often can not speak English fluently and write in English freely, thus it’s impossible for them to communicate with others in English, and can not improve their communicative skills.Language is a tool for communication, so the ultimate goal of English learning is to use it accurately and freely. Teachers may change the traditional concept of learning in the teaching process and create appropriate learning environment for students. For example, apply social strategies in curriculum activities such as English Corner, debate or speech contest. Doing so, students have the opportunity to communicate with others in English, thus can improve their English ability.3.4 Disordered emotionH.D.Brown considered that people gradually establish a self-protection barrier on the understanding of their own process. Language is a tool for communication, people can master the language only in the process of using it. Many students encountered many difficulties in English learning and communication process, which resulted in emotional disorders such as shyness, anxiety, fear.It’s English teachers’ duty to help students develop learning strategies, establish the correct learning motivation, eliminate emotional disorder and build self-esteem. In the teaching process, teachers should pay attention to shortening the distance between teachers and students. So the emotional strategies play an important role in English learning.In the traditional mode of teaching, teachers stand on the platform and maintain a certain distance from the students; it may cause a soaring sense of psychological fear for students. In order to eliminate the psychological fear, teachers may appropriately participate in students activities such as panel discussions, and become one of their members. In addition, teachers should be fair to each student, have a keen insight, be full of patience, and pay more attention to the introverted students. For the students who are poor in English, teachers may ask them some simple questions, give approval to their progress; help them foster self-confidence, so they can make good control of their own emotion.4. The application of Learning Strategy in English listening teachingLearning strategy is one the most successful strategies generally used by the learners, it proved its value in language learning fields. The teachers should teach their students how to use these kinds of strategies. In this part, we first define each learning strategy, and then we take the teaching of English listening as an example, to analyze the application of Learning Strategy in the secondary school English teaching.4.1 Metacognitive strategy4.1.1 What is Metacognitive strategy?Metacognitive strategy is executive process that regulates, manages learning process and it includes strategies for planning, monitoring and evaluation which are great significance in successful language learning.Metacognitive strategy can help students monitor their own learning process, including planning, organization, monitoring and evaluating of learning activities and learning effects. Metacognitive strategy can be broadly classified into three types: the first is plan strategy, which includes making learning objectives, selecting reading materials, and how to complete learning tasks. The second is monitoring strategy, which includes self-question test, monitoring their reading speed and time. The third is adjustment strategy which is relevant to monitoring strategy. Adjust strategy can help students correct their behaviors so that they may remedy the lack of understanding of knowledge.4.1.2The application of Metacognitive strategyIn the listening class, Metacognitive strategy can help students to learn the following basic skills: analyze listening tasks, make appropriate prediction, monitor their knowledge understanding, and evaluate the learning approach.In the actual teaching process, students should complete the learning plan successfully first, this step is crucial. Teachers should help students understand the basic knowledge, cultural background and related topics of this material. Having clearly listening purpose, students can fix their attention and make some prediction. Second, students should monitor their own understanding, to seewhether the content is consistent with their prediction. Finally, students should use the assessment method to evaluate their listening process and results; teachers should encourage students to do self-assessment, which enable students to understand their listening process, not just be satisfied with what they had done, and should learn the experience from it.4.2 Cognitive strategy4.2.1 The definition of Cognitive strategyCognition is a generic term for all the understanding of the process. It includes the perception, notice, image, learning, memory, thinking, language and so on. Cognitive strategy refers to distinct learning activities, includes knowledge learning and problem solving that both require direct analysis, transformation, or synthesis of learning materials. Cognitive strategy inputs information to one’s mind directly and manipulate it in various ways. Cognitive strategy and language are closely related. Cognitive psychologists believe that "cognitive" means the individual's inner psychological process or the product of mental activity. It specifically refers to the solution of problems and the capabilities which enable learners to have access to knowledge and understanding.4.2.2 The application of cognitive strategyCognitive strategy and language learning are closely related. Take English listening as an example, Listening process is the process of analyzing and classifying the speech signal, establishing ties between the experience which stored in their brain and the perception of new signal, having understood the meaning of new signal, we store this new experience again. Therefore, in the listening process, teachers should mobilize students’ all senses such as eyes, ears, mouth, hands-moving and so on to receive speech signals.Actually, in listening class, a regular practice is "listening and explaining the word". For example, teachers speak such words "muyu,laolao,liuxuesheng" in our native language, students must tell the respective English words “mother tongue, grandmother, the overseas students” rapidly, this practice can train student’s rapid response, speculation, memory storage, and other cognitive skills.4.3Emotional (Social) strategy4.3.1 The definition of Emotional strategyEmotional/Social strategy represents a broad grouping that involves either interaction with another person or the controlling of emotion. Good language learners can deal with emotional problems effectively, and they approach the task in a positive frame of mind, develop the necessary energy to overcome frustrations, and persist in their efforts.4.3.2 The application of Emotional strategyIn English listening, emotional factors will affect the listening comprehension directly. Learners can use emotional strategy to reduce their anxiety, anger etc. For example, listening to music can make them feel comfortable, self-praising can encourage themselves, or sharing their own feelings with others may make them happy.Teachers can use emotional strategy to alleviate the feeling of tension and create a relaxed atmosphere for listening. In Listening process, the way of calm, quiet and confident will improve listening comprehension efficiency greatly. On the contrary, emotion of tension and feeling of anxiety will lead to psychological barrier, even if the material is familiar to the students, they will be discouraged greatly and can’t understand the material, this situation is common in English listening class.5. ConclusionIn order to cultivate the students’ autonomous learning abilities, middle school English teachers should not only teach students the language knowledge of English but also a set of learning methods and strategies. Language Learning Strategy experts believe that it’s essential to grasp the language learning strategy and apply them in language learning. Therefore, the process of English teaching in secondary school, teachers must know the individual differences of learner's and help them choose the appropriate learning strategies according to their own characteristics to improve the students learning efficiency and enhance the teachers’ teaching effect.。
Understanding Learning Styles and Preferences
Understanding Learning Styles and Preferences Learning is an integral part of human life, and it is a continuous process that starts from birth and continues throughout our lives. However, not everyone learns in the same way, and understanding learning styles and preferences is essential for effective learning. Learning styles and preferences refer to the different ways in which individuals learn and process information. In this essay, we will explore the concept of learning styles and preferences, their importance, and how they can be applied in different contexts.There are several learning styles and preferences, and they include visual, auditory, kinesthetic, and tactile learning. Visual learners prefer to learn through seeing and observing, while auditory learners prefer to learn through listening and speaking. Kinesthetic learners prefer to learn through doing and experiencing, while tactile learners prefer to learn through touching and feeling. Understanding these different learning styles and preferences is crucial for effective learning, as it allows educators to tailor their teaching methods to meet the needs of their students.One of the main benefits of understanding learning styles and preferences is that it can improve the effectiveness of teaching. When educators are aware of the different learning styles and preferences of their students, they can use a variety of teaching methods to cater to their needs. For instance, visual learners may benefit from the use of diagrams, charts, and videos, while auditory learners may benefit from lectures, discussions, and debates. Kinesthetic learners may benefit from hands-on activities and experiments, while tactile learners may benefit from the use of manipulatives and sensory materials.Understanding learning styles and preferences can also improve the quality of learning for students. When students are taught in a way that aligns with their learning styles and preferences, they are more likely to retain information and have a better understanding of the subject matter. This can lead to improved academic performance and a greater sense of confidence in their abilities.However, it is important to note that learning styles and preferences are not fixed, and individuals may have a combination of different learning styles and preferences. Therefore,it is essential to use a variety of teaching methods and approaches that cater to different learning styles and preferences. This can ensure that all students have an equal opportunity to learn and succeed.Another perspective on learning styles and preferences is that they can be used to promote inclusivity and diversity in education. By acknowledging and respecting different learning styles and preferences, educators can create a more inclusive and diverse learning environment. This can help to promote a sense of belonging and acceptance among students, which can lead to improved academic performance and a greater sense of well-being.In conclusion, understanding learning styles and preferences is essential for effective learning. It allows educators to tailor their teaching methods to meet the needs of their students, improve the quality of learning, promote inclusivity and diversity in education, and ensure that all students have an equal opportunity to learn and succeed. As such, it is important for educators to be aware of the different learning styles and preferences of their students and to use a variety of teaching methods and approaches that cater to these different styles and preferences.。
Whatismylearningstyle我的学习风格是什么
Learning Style Survey1continuedS UMMARY O BJECTIVESP REPARATIONM ATERIALS C OMPUTER U SE S UBJECT A REAS T IME R EQUIREDG ROUP S IZEWhat is my learning style?Students use a survey to identify their learning style.Students will . . .•Discuss what a learning style is.• Complete a learning styles survey • Recognize their own learning stylesThis is an informal approach to learning styles. It should be used as an introduction, not asa diagnostic tool. For more information on applying learning style approaches to teaching and learning, select from the many resources available, including Internet resources.Photocopy Learning Style Survey (two pages) and Scoring Procedures worksheets.Learning Style Survey worksheet (two pages)Scoring Procedures worksheet None Any45 minutes plus homework Class, group, individual1.Discuss and define general learning style attributes. Discuss how students do homework and theenvironment in which they work best when completing homework. Ask students to respond to the following two scenes and choose which best describes their style.a)You lie on the floor, with the radio on, munching a snack while you read your Englishassignment.b)You sit at a desk, in a quiet room to read your English assignment.2.Brainstorm other learning styles. (See Scoring Procedures definitions for learning styles.) You mayinclude discussions about classroom and work settings and how they relate to learning. Discussion of negative learning environments may lead to a better understanding of students’ preferred learning envi-ronments.S TEPS3.In either a large group or small groups ask students to share how they do homework. Ask students toshare their discussion with the large group. (Students could present this through role play or “statues.”)4.Give students a copy of the Learning Style Survey worksheet and ask them to complete the worksheetand be prepared to share what they learned about themselves.5.Discuss the three learning styles, using the worksheet information. Explain to students that there aredifferent working environments in the workplace; for example, some people prefer to work where there is lots of visual stimulus and activity, others prefer a “hands on” approach. Some prefer written in-structions, some like graphic images, others like to listen.6.Encourage students to practice the recommended approaches for their type of learner and to be awareof their learning style when exploring possible occupations.V ARIATIONS1. Invite counselor or other teacher to talk about learning styles with the class.2. Compile learning style preferences from the activity above and discuss with class whether the classroommeets those needs. Students investigate and identify ways to modify the classroom environment.3.Invite a School-to-Work teacher or Human Resources manager to talk to the class about the linksbetween learning styles at school and in the workplace.A LLIED A CTIVITIESI Have AttitudesWork, Study, and LeisureChangeWhat is Work?Workplaces and ConditionsUsing CIS Occupation SortEducation and Training beyond SchoolPrioritiesWhat Happens after High School?A SSESSMENT S TRATEGIESStudents will:•Complete the Learning Style Survey and be able to describe their optimal learning environment.S TUDENT W ORKSHEETSLearning Style SurveyScoring ProceduresP ORTFOLIOLearning Style Survey and Scoring Procedures worksheetsC REDITS AND C ITATIONSLearning Assistance Center, University of Hawaii. Reprinted with permission from Jerry Cerny, Honolulu Community College, 1998continuedLearning Style Survey2Learning Style Survey3S ORTINGS T ANDARDSE DUCATIONAL G OALSSubject: AnyGrade Levels: 6, 7, 8, 9CIS Components: NoneCareer-Related Learning Standards:Personal Management, Problem Solving, Employment Foundations, Career Development SCANS:Personal Qualities, Thinking Skills NCDG:Knowledge of the influence of positive self-concept, Knowledge of the benefits of educational achievement to career opportunities ASCA:Academic Development, Career Development, Personal and Social DevelopmentBloom’s Taxonomy: ApplicationIntellectual Operation: Summarization, IllustrationLearning Style SurveyName ____________________ Date _____________ To gain a better understanding of yourself as a learner, you need to evaluate the way you prefer to learn or process information. By doing so, you will be able to develop strategies that will enhance your learning potential. The following survey is a short, quick way of assessing your learning style.This 24-item survey is not timed. Answer each question as honestly as you can.Place a check in the appropriate BOX after each statement.OFTEN SOMETIMES SELDOMcontinuedLearning Style Survey4OFTEN SOMETIMES SELDOMLearning Style Survey5Learning Style Survey6Place the point value on the line next to the corresponding item. Add the points in each column to obtain the preference scores under each heading.OFTEN = 5 POINTS SOMETIMES= 3 POINTS SELDOM= 1 POINTIf you are a VISUAL learner, then by all means be sure that you look at all study materials. Use charts,maps, filmstrips, notes, and flashcards. Practice visualizing or picturing words/concepts in your head.Write out everything for frequent and quick visual review.If you are an AUDITORY learner, then you may wish to use tapes. Tape lectures to help fill in the gaps in your notes. Do listen and take notes, reviewing notes frequently. Sit in the lecture hall or classroom where you can hear well. After you have read something summarize it and recite it aloud.If you are a TACTILE learner, trace words as you are saying them. Facts that must be learned should be written several times. Keep a supply of scratch paper for this purpose. Taking and keeping lecture notes will be very important. Make study sheets.Credited to the Learning Assistance Center, University of Hawaii. Reprinted with permission from Jerry Cerny,Honolulu Community College, 1998Scoring Proceduresfor Learning Style SurveyVISUAL AUDITORY TACTILE NO. POINTS NO. POINTS NO. POINTS 2__________1__________4__________3__________5__________6__________7__________8__________9__________10__________11__________12__________14__________13__________15__________16__________18__________17__________19__________21__________20__________22__________24__________23__________VPS=__________APS=__________TPS=__________VPS = Visual Preference Score APS = Auditory Preference Score TPS = Tactile Preference Score。
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The Application of Learning Style in Senior High School作者：宣懿来源：《校园英语·中旬》2017年第07期During last decades， a number of researchers have mentioned learning styles. Because of learner’s different learning styles， current education study suggest that teachers have to realize student’s differences. Without considering the individual students’ learning style， education program can not be successful （Hood， 2008）. Mismatch between teacher’s teaching styles and learner’s learning styles can occur. Many teachers will criticize their students when they meet students who have low scores， seldom attendance， and lots of dropouts. We also think learning styles are helpful teachers and students.There are many different learning styles， and Reid suggests there are three types of them. For example， sensory or perceptual learning styles， cognitive learning styles and affecting learning styles. As he says generally speaking， study means learning styles like being a point along a continuum. Learner can change their learning styles according to different environment or learning tasks. Cognitive styles deal with thinking， problem solving abilities， they relate to the ability to organize information. As we can see， field independence and field dependence in learners is regarded as one type of cognitive styles which have been measured by the researchers. The field independence students show stronger preference for learning in a context. Rules， instructions， tests and imitation are focused on the contexts. On the other hand， the field dependent students show preference for cooperative learning environment. Affecting learning styles refer to learner’s emotions， feelings. There are many factors influence learning styles， everyone has his own learning styles. According to many researcher， there are some factors relate to learning styles. Eisenstein suggests auditory ability in a foreign language may be greater in females than in males （Reid， 2002）. Age is one of the factors leading to differences in second language acquisition. The first ten years of each one’s life，the brain is fit for this. Learner’s personality is the actual and potential human behavior patterns influenced by the environment.As an English teacher， we should awareness of learning styles， they are the most significant factors influencing the learner’s styles. It is important to let students know their own learning styles. They also must aware their advantages and disadvantages. For teachers， besides concerning their students’ learning styles， they should consider their approaches to learning. Helping students understand and expand their learning styles. Teachers should encourage students to reflect their own learning styles. There are lots of learning styles for them to students. So teacher could tell students there are no good or bad learning styles， and every style has its advantages and disadvantages. Teacher should provide some suggestions according to every student’s learning styles. For example，classroom observation， questionnaire， interview， talk and diary can be regarded as the ways toknow learner’s learning styles. Teachers could ask students to practice more in their daily life in order to expand their learning styles. Teachers can teach according to students’ differences of learning styles.A variety of learning styles should be experienced by many students， and they should try to sue less available learning styles as much as possible. Teachers’ teaching styles can not match students’ learning styles every time. Students are forced to expand their learning style to choose the less used learning styles in each day’s learning. After some time， they will find that they have accustomed to one learning styles that they not prefer before. Students could make their comfortable zone to transit from one major learning styles to another major one. The learners with multiple learning styles are easy to achieve high score than those with single learning styles， they could handle well no matter in what form the knowledge is presented. The students would benefit a lot when their teachers realize this and provide different teaching methods for them， though they may not suit at the beginning.At senior high school，we should meet students’ learning preferences. As a senior high school teacher， we try t o use new methods in order to match their teaching techniques with students’ different learning styles. These learning styles can find many activities in the English classroom. We prepare some methods and try to satisfy all students’ sensory preferences.References：[1]Brown，H.D.（2001）.Teaching by principles：An interactive approach to language pedagogy.New York，NY：Pearson Education Ltd.[2]Reid，J.M.（ed.）.Learning styles in he ESL/EFL classroom[M].Beijing：Foreign Language Teaching and Research Press.[3]Hood，K.Exploring Learning Styles and Instruction[OL].Retieved 18 Oct.2008.（http：///EMT705/EM1705.Hood.html）.。