课堂教学的学情分析研究

课堂教学的“学情分析”研究

当今的学校教育正努力从学科本位、知识本位向关注每一个学生的发展转变，教师的教育理念也随着基础教育改革的深入逐渐开始转变。学生得到了更多的关注，学生的地位也得到了提高。课堂教学的任务已不再停留在简单地传授知识的层面上，更重要的是促进学生的生命成长。教师对学生情况的研究和分析是了解学生发展起点，促进学生主动健康发展的重要前提。但在课堂教学中，教师对开展“学情分析”的重要性认识不足，存在认识偏差且缺乏具体分析的方法支撑和经验积累。本论文即以“学情分析”的问题为出发点，尝试探讨“学情分析”的方法，希望通过本文的研究可以为教师进行“学情分析”提供一些方法的指导。

论文的第一部分，从课堂教学实践入手，发现教师课堂教学中存在的问题，如学情分析缺失、学情分析泛化、学情分析窄化等等。在发现问题的基础上，分析了问题形成的原因：一是教学价值的取向影响教师的学生观，二是学情分析的认识影响教师的学情分析，三是实践研究的能力影响教师的学情分析。

论文的第二部分，探讨为什么要进行“学情分析”。首先，梳理了中西方学生观发展脉络，并以“新基础教育”提出的当代学生观作为本文研究的理论依据。其次，阐述了“学情分析”的意义，学情分析是当代学生观重建的必然要求，是了解学生发展起点的基本手段，是提高课堂教学有效性的前提保障，是提升教师实践研究能力的基本途径之一。最后，探讨了学情分析的具体涵，包括对学生个体前在状态的关注，对学生个体潜在状态的关注及对学生群体差异状态的关注。

论文的第三部分，探讨如何进行“学情分析”。首先，论述了学情分析的一些基本原则：即由经验型的了解学生转向研究型的学情分析，由静态的学情分析转向动态的学情分析，由一次性的学情分析转向持续多次的学情分析。其次，提出了研究学情分析的具体实施方法，包括对学生个体前在状态、个体潜在状态、群体差异状态的分析。为了表述的合理与方便，本文将学生的差异分析融入在学生前在状态和潜在状态分析中。在研究学生前在状态分析时，论文从不同年段、不同学科、不同课型三个维度进行研究，结合具体的案例分析，探讨学生前在状态的分析方法。在分析学生潜在状态时，论文从教学设计中关注学生的潜在状态，教学实施中关注学生的潜能开发，教学反思中关注学生的意外状态三方面进行阐述。

关键词：课堂教学学情分析学生观

ABSTRACT

At present, the focus in education is shifting from subjects or knowledge to the development of each student. With the deepening of basic education reform, fundamental changes are taking place in the theory of education . More attention is being given to students and their status has gained more enhancement* The task of classroom teaching has been promoted beyond the mere activity of handling down knowledge and has assumed a more important role as a platform for students5life development. The research and analysis on student intended to understand the beginning of students and to promote their healthy development. However, there are problems for teachers with student analysis. This paper is started with existing problems in student analysis and intended to find the right way, which may provide guidance or help for teachers.

The existing problems in student analysis are discussed in the first part of the paper . The common problems include lack of student analysis and improper widening or narrowing of student analysis range. The reasons lie in the improper view on students derived from improper teaching values, the incorrect knowledge on student analysis, and the limited ability of practical research.

The second part of this paper focuses on why to make student analysis. Firstly, present the develop history of view on students and the paper is based on the reconstructed view on students proposed by Ye Lan. Secondly, it is meaningful to make student analysis, which is the requirement for reconstruction of the view on students, the basic means to understand their starting point, the precondition to improve teaching validity and the main approach to enhance teachers’ research ability on teaching practice. Thirdly, the deep content of student analysis is discussed, which means paying attention to the pre-teaching condition of each student, the potential condition of each student, and the condition of difference of students in groups.

The third part focuses on how to make student analysis. First, some fundamental