Cognitive Styles, Teaching Methods, Biological Information Processing Capabilities Of Students

The research into the relationship between cognitive style and education is very importantin Educational Psychology. Cognitive style is an individual, consistent manner in whichindividuals organise and process information,it is neither intellect nor cognitive content orcognitive ability. There are no fine or inferior differences of it. The influence of cognitive stylegoes beyond individual's cognitive process to include individual psychological characteristicand throughout the psychological functioning of individuals. To the students, different mannersin organising and processing information are chosen by individuals who have differentcognitive styles, which can influence their ability of processing different kinds of informationand academic achievement.Teaching methods is one of the significiant domains in contemporary teaching reform.Teaching methods is a general name of teaching styles, which taken by the students and theteachers in the teaching process to achieve teaching-objective, The teaching methods bringabout different influences on the ability to process information and their academic achievementwhen the students' cognitive styles are different. That is beneficial to the improvement in theinformation processing ability, and the students' academic achievement by using theteaching-method matched to the students'cognitive styles.There is no research into the relationship between cognitive styles and Biology teaching.Moreover, the research into the information transforming teaching methods was seldom.So inthis study, I chose 168 Senior two students as experimental subjects, foucing on cognitivestyles, teaching methods and Biology information processing ability as the contents toexplore the influence on Biology information processing ability when the students' cognitivestyles are different, the influence on Biology information processing ability by differentteaching methods, and the interaction between cognitive styles and teaching methods toBiology information processing ability . The research offers theoretical and practical evidencesin differential teaching and impoving the students' Biology information processing ability.The results indicated that:1.Under the condition of this experiment,field-independent students expressed advantages instudying Biology. Significant difference was found among cognitive styles in Biologyinformation processing ability, this ability of field-independent students was significiantlybetter than that of students having other cognitive styles.2. Under the condition of this experiment, the same teaching method caused differentinfluence on Biology information processing ability when the students having differentcognitive styles.The different teaching methods caused different influence on Biologyinformation processing ability when the students having the same cognitive style. Under thecondition of two kinds of teaching methods , there was no significant difference between twogroups of field-independent students. Under the condition of two kinds of teachingmethods,there was no significant difference between two groups of field-midest students. Theinformation transforming teaching method expessed significant advantages of improvingBiology information processing ability of field-dependent students.