1、1Perceptual Models of Art students and Its Enlightenment on English TeachingAbstract. Art students， as a whole， have a variety of learning style of sensory receivers. The variety of learning styles requires the variety of teaching strategies. The analysis of learners learning styles is one of the fa
2、ctors on which the design of learning strategies should be based. Matching teaching strategies and mismatching strategies are chosen intentionally according to the teaching contents， the teaching goals， and the learners learning styles. Matching teaching strategies can reach the best result of teach
3、ing and learning. On the contrary， mismatching strategies can remedy the disadvantages caused by learning styles and be helpful for the development of learning styles. Key words： Learning Styles of Sensory Receivers； Matching Teaching Strategies； Mismatching Teaching Strategies 1 Introduction To all
4、ow education to produce a satisfactory result in each student， it is necessary to know well the individual difference of each student. This has to be done in studies on 2learning styles 1. Learning style is the learning way continuously used by learners and owing personality characteristics， and is
5、the general name of learning strategies and learning orientations 1. Its essence refers to the learning way often used by learners in the learning process. Learning style is a stable， lasting and personalized cognitive style and also an information processing way. It is a mixture of innate physiolog
6、y and postnatal development. The learning styles of learners often subconsciously play a role and are natural perception， cognition， or emotional tendency， and are relative stability. Learning styles have multiple dimensions， and the perception preference of learners is mainly discussed in this pape
7、r. In the face of individual internal and external stimulations， people will make a different reaction （visual， auditory， or kinesthetic reaction） ， and also show their preference for different perception channel （i.e. perceptual model of learners）. The objective of this paper is to study the teachi
8、ng strategies according to the perceptual model of art learners. 2 Characteristics of Perceptual Learning Models 3The perceptual model of learners is the preference of learners for perception channel. It also refers to the preference degree of learners for vision， listening， kinesthetic sensation an
9、d touch in learning. Different perceptual models own different characteristics. （1） Vision-oriented learners are used to receiving learning materials from vision. These learners can be divided into two types： （1） students with language visual preference； （2） learners with space visual preference. （2
10、） Listening-oriented learners prefer auditory stimulation. They possess powerful abilities to accept and comprehend language and acoustics. For example， they are willing to use music as background in the learning process. In learning a foreign language， they like more frequent listening and speaking
11、， but do not care about the writing of specific words or sentence structure. （3） Experience-oriented learners like personally taking part in experience learning activities such as role play. This type of learners prefers cognitive or body-involved activities. （4） Touch-oriented learners like taking
12、part in learning activities on their own， and are interested in the learning activities that can be operated by them. 4Experience-oriented and touch-oriented learners belong to the type of motor function preference， and sometimes are generally called as kinesthetic learning style. This type of learn
13、ers is in shortage of attention on the simple awareness activities requiring no exercise muscles. However， this type of learners like exploring， and prefer the group activities cooperated with others. Survey result shows that the difference of learners in perceptual channel can directly affects the
14、designs of teaching strategies and methods. In November 2006， 60 arts undergraduates from the Northeast Dianli University were investigated by the author with the learning style questionnaire designed by Reid （1987）. Through the investigation， the following result was obtained. （1） Vision-oriented l
15、earners： 65% （2） Listening -oriented learners： 48% （3） Experience-oriented learners： 48% （4） Touch-oriented learners 54% From the above data， it can be seen that the proportions of all kinds of learning styles were with preference， but the difference was not very big. Any learning styles should not
16、be ignored. Therefore， it is necessary for teachers to consider 5all of them in making teaching strategies， so as to place the learners of all learning styles in a teaching advantage. 3 Teaching Strategies Teaching strategy refers to an overall consideration to the factors such as teaching order， te
17、aching activity program， teaching methods， teaching organizational form and teaching media used for accomplishing a specific teaching objective 2. Teaching strategy includes the teaching strategy of teachers and the learning strategies of learners， and is mainly to solve the questions of teachers “h
18、ow to teach“ and learners “how to learn“. There are two types of teaching strategies made according to learning styles. The one is the “matching strategy“ made for conforming to learning styles. The other is the “mismatching strategy“ made with awareness according to the disadvantages of learning st
19、yles. 3.1 Vision-oriented Learners It is necessary to promote the vision-oriented learners to “see“ what they are learning as much as possible， and the following methods can be used. 1） Writing the guidance points or keywords of some contents to teach and tasks to finish on the blackboard as far as
20、possible， so that it makes easy for learners to read or 6make notes 2） Combining illustrations and graphics with texts for helping space visual learners to learn and know well what they are learning 3） Printing the classroom or discussion contents to be some review materials for learners to read and
21、 review after class， and also leaving a space for them on the materials to make notes or answer questions 4） Appropriately providing questions or some keyword prompts in the full-listening environment （e.g. in listening practice， it is necessary to prompt vision-oriented learners to make full use of
22、 visual advantages and rapidly scan text information， which are helpful for the comprehension on listening materials） 5） Often providing some marks to point out the contents having been taught or to be taught for learner （the marks can be serials plus number， or some charts） 6） Using color pens to l
23、ay a stress on key points for prompting students to memorize or make notes 7） Requiring learners to draw what they have learnt with graphical forms and then adding texts which can deepen memory and greatly help the space visual learners 78） Combining the explanations of words and concepts with real
24、examples， and helping nonverbal visual learners imagine with metaphor， personification and other methods for producing images in mind 3.2 Listening-oriented Learners It is necessary to allow these learners to “hear“ what they are learning as much as possible， and the following methods can be used. 1
25、） Giving an introduction to the contents that will be explained and necessarily known at the beginning of class， and drawing up a conclusion on the taught contents at the end of class 2） Setting questions and allowing learners to make conclusions and summaries as far as possible， and asking teachers
26、 to make supplements if necessary 3） Creating some listening and speaking activities that listening-oriented learners are willing to join as far as possible 4） Explaining the graphics used at class with spoken language as far as possible 5） Developing a habit of verbal communication and dialogue bet
27、ween teachers and learners or among learners for sharing each others ideas 86） Often requiring learners to orally say what they have learned， and encouraging them to read and recite loudly， or read and write at the same time 7） Allowing learners to record the contents at class for the review after c
28、lass if necessary 3.3 Experience-oriented Learners It is necessary to allow these learners to “experience“ what they are learning as much as possible， and the following methods can be used. 1） Setting up some activities for promoting them to exercise or move up and down， and this will make an enhanc
29、ement to the attention focus of these learners 2） Playing music in activities for enhancing learning effect 3） Providing learners with some stuff such as candies and chewing gums for emphasizing the key points， thus making a connection between emphasized contents and the learning style 4） Leading st
30、udents to take initiative to visualize （imagine） complex contents， and this experience of cognitive activity will also enhance learning effect 5） Making summaries first and then giving decompositions in teaching and allowing learners to “feel“ contents， and this 9will also be helpful for the learnin
31、g of learners 6） Creating some role-playing activities， and “acting“ the learnt 7） Providing an t appropriate brain rest for these learners， because their attention will be distracted by long explanation and discussion 8） Combining the explanations of words and concepts with real examples， and helpi
32、ng these learners to do imagination experience with metaphor， personification and other methods 9） Allowing learners to browse materials first in explaining or reading text or to predict the full text according to the title， and this can provide a process of “experience“ for these learners 3.4 Touch
33、-oriented Learners It is necessary to create learning activities requiring “hands“ to do for these learners， and thus what they learn can be connected with the “touch“ of hands. The following methods can be used. 1） Color pens can lay a stress on key points， and teachers may provide marks on the bla
34、ckboard 2） Allowing these learners to touch anything such as tennis and eraser at class， and this can help them focus attention 103） Providing them with more learning activities requiring hands to do as much as possible 4） Requiring them to read and write， or listen and write at the same time， and a
35、lso asking them to take notes 5） Requiring them to write the understanding or conclusion on what they have learnt with their own words 6） Providing an t appropriate brain rest for these learners， because their attention will be distracted by long explanation and discussion These strategies are desig
36、ned according to the advantages of perceptual styles， namely matching strategies. Mismatching strategies are designed according to the disadvantages of learning ability， and are helpful for making up lacked learning ability caused by the differences of learning styles. In designing mismatching strat
37、egies， teachers can try to combine specific learning strategies， meta-cognitive strategies and teaching contents together， aiming at promoting learners to know their learning styles shortcomings， make sure learning goal， and making supplements with specific learning strategies. （1） It is necessary to allow vision-oriented students to know their own advantages and disadvantages of perception
