Research On The Cognition Way Mutual Function Between Teachers And Students In Pe Teaching

Por: Yanhong Ma.

Athens 2004: Pre-olympic Congress

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Introduction
It has more and more brought to the teaching psychologist’s attention, and became one of teaching implementation
important bases that how to consider student’s individual difference in the teaching process. The individual difference of
the students including two aspects: cognition factor and personality factor. Among them, the cognition way-field
dependence - independence-is an important dimension. Cognition way which to the information and the experience
the cognition style, is the people carry on when organization and processing displays, has the important inspiration
significance to the teaching practice. This research took the psychology research results to enrich wholeheartedly to the
P.E teaching, attempts to discuss the cognition way between the teachers and students mutual function in order to make
the contribution to the sports discipline development.

Methods
This research’ design is the randomized block 2×2×2×2 four factors mounts, implement the Embedded Figure Test to
388 samples(358 students, 30 teachers)which come from five physical colleges of Liaoning province, four factors
variance analysis carries on the data processing.

Results
The difference of cognition way is one of the most important factors which affect the student to obtain movement
marks; The field-independent student suits to is engaged in the sports, its movement result is good to the fielddependent
student result; The teachers and students sexes, the teachers and students cognition way mutual function has
the obvious influence to the student’s result.

Discussion/Conclusions
The host effects: According to the research of H.A.Witkin and other people, each person’s cognitive ability to oneself
body system has the individual differences. These differences also have the close relation with the cognition
reorganization ability. Therefore, the field-independent student’s movement is superior to the field-dependent student’s.
This is consistent with the domestic and external research.

Reference
[1]. H.A.Witkin. Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications (1997),
Review of Educational Research.
[2]. H.A.Witkin. &D.K.cwoelenough.Cognitive Styles; Essenle and Origins(1981).

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