Teachers’ Cognition And Practice Of The Learning Situation Analysis

In order to realize the effectiveness of classroom teaching, the key is to have a full understanding of students and learning situation. However, until now students characteristic analysis has not yet formed a very complete and independent theory. Therefore, based on the existing literature on this subject so as to refine the theoretical framework, this study adopts the qualitative research method and tries to explore deeply the cognitive and practical status to students characteristic analysis of five teachers in S School in Pudong District in Shanghai with the methods of interviews, classroom observations and text analysis. The following are some main findings from this research:Speaking of connotations of students characteristic analysis, teachers have a quite incomplete understanding. For example, they have their own bias to different levels of students characteristic, no matter from the macro, meso or micro perspective. Besides, teachers pay insufficient attention to learning situation before and after the class, tending to treat group difference as individual difference. Speaking of how to analyze students characteristic, teachers have an obscure understanding and tend to empiricism. Speaking of the significance of analyzing students characteristic, teachers tend to utilitarianism, confining its value only to serving their teaching.There are some obvious characteristics on teachers how to implement students analysis:students characteristic analysis becomes teachers’ subjective judgment based only on their personal experience, and it’s vague and abstract, with lack of tangible proofs to support; teachers just describe the students characteristic, without any other explanation; teachers treat learning situation analysis as textbook analysis, mainly focusing on the analysis of learning key points and difficulties, while evading the complexity of learning situation analysis deliberately; teachers tend to adopt ways of categorization to analyze students, paying attention to students characteristics at a certain age and a certain type, thus to ignore extensive individual differences between various students.Teachers have an inadequate analysis on students characteristic and a weak consciousness to apply the results of students characteristic analysis, which makes students characteristic analysis as an independent step before the class, separating from the whole teaching process including teaching objectives, contents, implementation and evaluation.As a result, teachers should completely understand connotations of students characteristic analysis and reorient the core value and fundamental mission of students characteristic analysis. What’s more, students characteristic analysis should become a way for teachers to construct their students, turning experiential approach to research-based one.