A Study On Student Analysis Of Classroom Teaching

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 students' life 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 principles are introduced, including analysis by studying rather than by experience, dynamic analysis rather than static analysis, and constant analysis rather that one-off analysis. The detailed methods are also discussed. The pre-teaching condition is analyzed with examples in three aspects namely grades, subjects and lesson patterns. The potential condition is analyzed in three aspects including analysis on potential condition in teaching designs,attention to potentiality development in teaching process and attention to unexpected situation of students.