Experimental Research On The Study Of Learning Styles For Junior Secondary School Students

In the long tradition in China, the "good teacher" was an authoritative truth-giver who lectured to students, controlling the information students received and expecting that information to be given back on tests. Someone called this "duck-feeding": like the Peking duck, students were force-fed to make them more knowledgeable. The "good learner" was the student who listened well, who respected authority, who did not question the teacher or the text; the student observed the teacher as a model in the teacher-centered classroom, and carefully studied every sentence, in the order in which they appeared.A teacher may indeed be highly knowledgeable, creative, charismatic, and caring, yet still be unsuccessful in educating students whose learning strengths are not acknowledged.Fortunately, classroom practice in teaching English has changed dramatically in the past decade. Many educators are experimenting with different methodologies and tasks in the language classroom. Students have been taught to interact, to question the teacher and the text as well as each other; these students expect to be contributors to and participants in the class. In such a student-centered classroom, they have learned to be independent learners, to be responsible for their own learning, to analyze and synthesize information.As we try to modify teaching methods to improve students' language proficiency, how can we ensure respect for all our students? How can we...