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本文是一篇高中英语教学论文，笔者认为不同场认知风格高中生的学习动机存在显著性差异，场依存型的外部学习动机强于场独立型。不同场认知风格高中生的学习策略需求和学习材料需求不存在显著性差异。不同场认知风格高中生的学习环境需求存在显著性差异。

Chapter 1 Introduction

1.1 Research backgrounds

Throughout human history,the generation of Education came from the learners’needs and the needs greatly promoted the development of the education.As thefundamental motivation of students’learning activities,needs greatly affects the learners’enthusiasm.

Globalization has enhanced international exchanges.As a global language mediaand information carrier,English is widely used,and the diversity of culture makes theimportance of English increasingly prominent.Therefore,in the development strategyof basic education,many countries have placed English education in a prominentposition.Since the early 1980s,students’needs and learning psychology have attractedmore and more attention from educators.The Outline of the National Medium-term andlong-term Education Reform and Development Plan clearly points out that schooleducation should pay attention to the combination of learning and thinking,shouldadvocate the teaching methods of inspiration,inquiry,discussion and studentparticipation,and students should be taught to study independently,cultivate theirinterests and hobbies,and their curiosity.What is more,the teaching environment of theschool should be conducive to cultivating students’ability of independent thinking,freeexploration and innovation.According to the requirements of the new curriculumreform of high school,high school education mainly for quality education,at the sametime on the basis of students’cognitive characteristics and cognitive needs,to impartknowledge and learning strategies and help students to improve the ability to explore and solve problems,especially their thinking ability,to lay a good foundation for theirlifelong learning.

1.2 Research purposes and significance

The purpose and significance of the study are stated in this part,among which thesignificance of the study is stated from both theoretical and practical perspectives.

1.2.1 Research purposes

This research mainly achieves three purposes:First,through the investigation ofhigh school students’English listening learning needs,it reveals the current situation oftheir English listening learning needs.Secondly,the survey of field cognitive style ofsenior high school students reveals the current situation of field cognitive style of highschool students.Finally,through the data analysis,the survey finds the differences inEnglish listening learning needs of high school students with different cognitive styles.

1.2.2 Research significance

Theoretical speaking,this study provides a reference for related research in therelationship between needs analysis and cognitive style.Although many studies havebeen conducted in needs analysis or field cognitive style,most focus on one domain.This paper examines the needs of high school students for English listening learningfrom the field cognitive style perspective and provides a reference study for futureresearch.

Chapter 2 Literature review

2.1 General introduction of foreign language learning needs

The needs analysis theory was first proposed in the 1960s and 1970s,when theneeds analysis theory was mainly applied to the本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。