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Comparative Study

| Published: March 25, 2016

Improving the Efficiency Learning Through Adapt the Teaching Style to the Learning Style

Costică Lupu

\"Vasile Alecsandri\" University of Bacău, România, Faculty of Sciences, Department of Mathematics-Informatics and Education Sciences, România Google Scholar More about the auther

DIP: 18.01.138/20160302

DOI: 10.25215/0302.138

ABSTRACT

Education in recent decades has focused on the debate over adolescent affection which has a great influence on the mind. Many studies have shown that teachers adapt the teaching to student learning style can improve learning efficiency. To do this study we focus on a sample of 124 students aged 14 to 16 years, including 84 girls and 40 boys (from five classes IX from different profiles) at the National Pedagogical College \" Stefan cel Mare \"of Bacau, 5 mentors teachers and 15 students participated in educational practice conducted by the Department of teacher Training at the ”Vasile Alecsandri” University of Bacau . The paper starts from the following assumption: if adolescent affection has a great influence on his intellect, then learning is strongly influenced by the emotional state that is mastered. In the present research, the research hypothesis is considering the implementation of steps to the observation of the behaviour in high school and its subsequent impact on the adolescent behaviour. The hypothesis arising from the research objectives: - establishing strategy analysis approaches for achieving positive affective education in high school; - create a systematic observations of how education can be found affective steps a day program teaching practice;- analysis, data processing and presentation of observational research methods to realize affective education by infusional approach. The result shows that it takes a positive affective approach to education in high school and affective state of students is of paramount importance in expressing interpersonal cognitive, communicative, cooperative or competition within the school group they belong. Therefore, depends in particular on how the individual is impressed, moved, affected by what is taught, what you perceive this to affect its relations with others, its role busy group and school reality.
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Costică Lupu @ costica_lupu@yahoo.com

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ISSN 2348-5396

ISSN 2349-3429

DIP: 18.01.138/20160302

DOI: 10.25215/0302.138

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Published in   Volume 03, Issue 2, January-March, 2016

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