| Advanced professional education has become an important component in our highereducation system, and its development goes to larger and larger in the last two decades. The mainpurpose of advanced professional education is to enable the educated people to acquire permittedability working in our society. It is an urgent requirement to produce more high-level educatedpeople at the present time. To meet the requirement educators must figure out suitable teachingstrategies according to the features of students, have the student ability improved by teaching andlet the students get fully development.The research on personality difference of students always attracts many people in theeducation. The main differences appear in the aspects of basic knowledge, learning motivation,learning ability, cognitive style and so on. Currently even though there are many researches onthe advanced professional education, we found by looking up many references that the researcheson the features of on-campus students, especially the researches on the cognitive style ofon-campus students and the related teaching strategies in classes, are still less. This thesispresents the interest of studying the cognitive style of on-campus students by the analysis ofcognitive style theory andaddresses the relation between cognitive style and chemical teaching with experiments so as toguide and impel the process of teaching.Cognitive style is the characteristic of organizing and processing information. This researchevolves sensation, consciousness, memory, thoughts, decision, problem solving and so on. Thereare many cognitive styles. The most well known style is field-dependence and field independence.This thesis gives a further study on the style.The research shows that the cognitive style not only affects the students study grades butalso affects the student ability of social adaptation. If we know the features of cognitive styleand use the student oriented teaching strategies in class, we can have the student learning abilityimproved.This thesis uses the besetting graph testing and measuring diagrams to measure of cognitivestyle for two student groups with different majors at the college of Jinan Engineering VocationalCollege. By the measured results we divide the student cognitive styles into field independenceand field dependence. Then we design suitable teaching strategies in chemical teaching accordingto the different cognitive styles.With almost one-year experimental study, we basically reach the expected goal. Theexperiment shows that cognitive style of on-campus students is mainly field dependent. Differentteaching strategies can results in different learning effects for students. If we use a teachingstrategy that just matches the cognitive style of our students in class, we will make the studentgrade going up, foster the learning interest and thinking of the students, and have the studentpersonality developed. The grades of field independent students are totally greater than the gradesthe field dependent students. |
