The Re-Thinking Of The Classroom Instruction On Attention Of The Differences Of Students' Learning Style

In retrospection with my learning experiences, and on the setting of the current curriculum reform in our country, this paper aims at what is about the classroom instruction on attention of the differences of students' learning style.First of all, this paper defines the concept of learning style and teaching style and expatiates the theoretic bases and compiling process of the scale of students' learning style and the questionnaire of teachers' teaching style. Then this paper states the type of students and teachers and matching relationships between them by investigating the students and teachers at the Chengdu Dongguang Experimental Elementary School.Secondly, this paper analyzes the relationships between the matching type of T-S style and the initiatives of students' learning, the performances of learning and the satisfaction levels of the teachers' teaching, which manifests there is a close relation between the matching type of T-S style and the condition of students' learning. Meanwhile, this paper expresses the habits and impacts of students' classroom learning by my interview with them . In addition, this paper discusses whether it is very essential for teachers to pay close attention to the differences of students' learning style in the classroom, to improve students' overall development and theinstructional effects, etc.Finally, this paper depicts the fact that many teachers only "unconsciously pay attention to " the differences of students' learning style at present and expatiates the reasons of it by carrying on interview with them further: l)the backwardness of teachers' ideals;2)the influences of the educational environment. On this basis, this paper tries to put forward some realistic strategies to pay attention to the differences of students' learning style. These methods include: l)to understand the differences of students' learning style from knowing and treating it correctly and the essence of attention and;2) to design practical teaching, to implement the teaching and evaluate the teaching effects on the attention of the behaviors, etc.