A Study of The Effect of Students’ Cognitive Styles on Vocational High School Chinese Subject Teaching Method

• Main Authors: SHIE,ER-HUEI, 謝兒慧
• Other Authors: CHEN,JUNZUN-WEI
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/ebwnvj

碩士 === 嶺東科技大學 === 創意產品設計系碩士班 === 106 === The purpose of this paper is to explore the differences in the cultural performance of industrial high vocational students with different cognitive styles and the influence of different natures of Chinese textbooks on the performance of Chinese students in different cognitive styles. In this study, a total of 150 people from the classes of the first grade of the Mechanical and the Electrical Engineering of Yong Jing High-tech High School were used for the measurement. The cognitive style measurement was performed using Riding's CSA software. The data were analyzed by SPSS statistical analysis to verify the research assumption. In this study, four kinds of teaching plans are designed with four teaching methods: animation, drawing mental maps, storytelling, and drama lectures, and then the whole implementation and analysis. The findings of this study are briefly described as follows: 1.The wholistic cognitive style students prefer text teaching methods (storytelling and dramatic lectures teaching materials); 2. The analytic cognitive style students prefer the picture teaching method (animation and drawing mental map teaching materials); 3. The verval cognitive style students prefer the teaching method of the text teaching style((storytelling and dramatic lectures teaching materials); 4. The imagery cognitive style students prefer the picture teaching method (animation and drawing mental map teaching materials). It can be seen that the teaching methods of Chinese textbooks for different vocational students with different cognitive styles are different. Based on this, this study suggests that teachers of higher vocational Chinese teaching should teach students in accordance with their aptitude, and choose different Chinese textbooks or teaching methods according to the differences in students' cognitive models, so that students can maximize their learning outcomes.