1Department of Curriculum, Meymeh Branch, Islamic Azad University, Meymeh, Iran
2Faculty Member, Department of Psychology, Islamic Azad University of Shahrekord, Shahrekord, Iran
3Faculty member Department of Curriculum, Meymeh Branch, Islamic Azad University, Meymeh, Iran
Online published on 24 January, 2015.
The present study was designed to evaluate the impact of context-dependent learning style on teachers teaching methods in academic year 93–92 Meymeh done. For this purpose, a sample of 128 teachers who were Meymeh who werer and omly selected proportional to size. The data collection tool was a Question. Cronbach's alpha reliability of the study 0/882, respectively. The data obtained in both descriptive and inferential analyzes were performed. The results showed that student-centered teaching style(holistic) learning style inversely related to the field of teacher learning styles, teaching methods, student-centered context-dependent way. But teaching styles with learning styles that are unrelated to the positive relationship suggests that student-centered teaching style (holistically) is. More field independent learning style is indicating Teachers with student-centered teaching styles to student learning styles are context-dependent.
Learning styles, teaching methods, learning context-dependent, teachers
