谈话是教师对学生进行思想品德教育的常用方法。当学生在犯规或发生纠纷时,教师用谈话来提高学生的道德认识,培养学生道德判断和道德评价能力,以求达到纠正过失或解决纠纷的目的.从大量道德谈话实践发现,同一种谈话策略对不同个性的学生往往会收到不同的,甚至绝然相反的效果。为此我作了学生认知方式与相应的谈话策略研究。近年来,有关认知方式的理论和应用研究,在心理学专业杂志上和各种文献资料中常有所见。认知方式如同气质、人格、能力、特长等,是人的一种心理特征。它具有相对的稳定性和个体差异性。另外认知方式又如同态度,是一种心理状态和心理倾向。它对人的心理活动具有定向、发动和维持的功能。可见,认知方式实际上是人在认知活动 Conversation is a common method used by teachers to educate their students on their ideological and moral qualities. When the student fouls or disputes, the teacher uses the conversation to improve the student’s moral understanding and cultivates the student’s moral judgment and the moral evaluation ability, in order to achieve the goal which corrects the mistake or solves the dispute.From the massive moral conversation practice discovery, the same kind of conversation strategy Students of different personalities often receive different and even opposite effects. To this end, I made a cognitive approach to students and the corresponding conversation strategy research. In recent years, the theory of cognitive modes and applied research, psychology magazine and various literature often see. Cognitive style as temperament, personality, ability, expertise, etc., is a psychological feature of people. It has relative stability and individual differences. Another cognitive approach is like attitude, is a psychological state and psychological tendencies. It has the function of directing, mobilizing and maintaining the psychological activities of human beings. Visible, cognitive style is actually people in cognitive activities