Teaching style is a teacher's preference and habit for the elements in the teaching process (knowledge, teachers, students and methods, etc.). ) according to his values in the classroom teaching process. Teaching style reflects the individual differences of teachers in the teaching process, and is the personalized feature of teachers' teaching, which is reflected in the way teachers choose and combine various teaching elements.
Teaching style is the sum of various psychological and behavioral qualities, and it has a complex structure. Analyzing the structure of teaching style is of great significance for understanding the essence of teaching style. Robinson (1986) divides teaching styles into two categories: content-centered and learner-centered. However, this survey did not find any differences in teaching styles between male and female teachers. On the one hand, the reason may be that the proportion of men in the sample is too small, on the other hand, the high degree of seeking common ground in primary and secondary schools may lead to the convergence of teaching styles between male and female teachers. However, the author also found that the difference of teaching style between male teachers is greater than that of female teachers. Some scholars have pointed out that among the backbone teachers in middle schools, male teachers are more independent than female teachers. [7] It may be due to the personality differences between male and female teachers, which leads to their different dispersion in teaching style. The research conclusion of Lake et al. (1998) is the opposite. They found that the difference of teaching styles between male teachers is obviously smaller than that of female teachers. [4]
(C) the influence of teaching experience on teaching style
Teaching experience reflects teachers' working experience. Some studies have pointed out that teachers with different teaching experiences have significant differences in teaching attitudes and methods. [5] The author also found that with the increase of teaching years, teachers showed almost the same trend in knowledge cultivation, student center and system image, that is, the factor score increased with the increase of teaching years, but the rate of increase slowed down with the increase of teaching years, and the highest teaching age group (more than 265,438+0 years) showed a slight downward trend. On the one hand, the influence of teaching experience on teaching style is related to teachers' academic qualifications and work experience, on the other hand, it is also manifested in the development of teaching style. This development is manifested in the accumulation of experience by teachers through reflection, and the accumulation of new experience in quantity will change the original style and form a new style. [8]
(D) the influence of teaching theme on teaching style
At present, primary and secondary school teachers basically teach a course relatively regularly, and the subjects taught by teachers are the most obvious differences among teachers. However, this survey did not find that teachers' teaching styles are different due to different teaching subjects, especially the six characteristics of teachers' teaching styles in arts and sciences are basically the same. This conclusion is consistent with that of Ivins (2004). [2] The relationship between teaching subject and teaching style shows that teaching style has nothing to do with the content taught, but a higher level formal category. Teachers in the same discipline can form different teaching styles, and teachers in different disciplines can also form the same teaching style. If we can further prove that the same teacher still maintains the same teaching style when teaching different courses, it will further prove the relationship between teaching subject and teaching style.
(E) The influence of education stage on teaching style
Primary school, junior high school and senior high school are divided according to the laws of students' physical and mental development. Students in different stages of education have different physical and mental characteristics and different teaching objectives, which leads to different ways for primary and secondary school teachers to organize teaching. This survey found that there are significant differences among primary school, junior high school and senior high school teachers in knowledge training, teacher center and student center. Generally speaking, primary school teachers tend to create an emotional, relaxed and happy classroom atmosphere, attach great importance to imparting knowledge in various visual ways, and emphasize the role of training in knowledge learning. Students' participation in the whole teaching process is very high; Junior high school teachers prefer serious and rigorous classroom teaching atmosphere, are strict with students, and the teaching process is highly teacher-centered; Senior high school teachers tend to strictly control the whole teaching process, with the highest degree of teacher-centered and the most emphasis on the mastery and application of knowledge. The influence of education stage on teaching style actually reflects the physical and mental characteristics of learners and the influence of educational objectives of each stage on teachers' teaching.
References:
[1] heimlich, J.E. Nolan, E. Teaching style: Where are we now [J]? New Direction of Adult and Continuing Education, No.93, Spring 2002:17-25.
[2] Liu Heping. Analysis of teaching style [J]. Journal of Shenyang Normal University, 1994, (2):107-10.
[3] teacher 〔3〕Robinson R.Egography's reflection on his development of teaching [J]. Journal of Curriculum Research, 1986,18 (4): 409-427.
(4) Research on the teaching style of male and female professors [a]. Papers presented at the annual women's education leadership conference. Lincoln, Nebraska, USA,1October1-12, 1998.
[5] Evans C. Exploring the relationship between cognitive style and teaching style [J]. Educational Psychology, 2004,24 (4): 509-530.
Li Lumi. On teaching style [M]. Beijing: People Education Press, 2002.438+0-28.
[7] Wang Xiaoqin, et al. Investigation on personality characteristics of backbone teachers in middle schools [J]. China Clinical Psychology, 2004, (1): 69-70.
[8] Practice Zheng Guo. On teaching style [J]. Educational Theory and Practice, 1994, (3): 55-56.