| New Courses Reform proposed a classroom teaching thought- "student-centered, teacher-guided", and required paying attention to the effectiveness of teaching and advocated taking efficient way to promote classroom. Classroom teaching is no longer simply give students some knowledge, but pay more attention to promote the comprehensive growth of students. To deeply comprehend the “Study Situation” is in favour of promoting students’ healthy development. But teachers do not sufficiently realize the importance of “Analysis of Study Situation” in classroom teaching, and the lack of “Analysis of Study Situation” in teaching practice, as well as the method of “Analysis of Study Situation”, shall need to be improved. The paper’s starting point is that the problem of the “Analysis of Study Situation”. And in order to find out the problem of the “Analysis of Study Situation” in classroom teaching, the paper is to be aimed to gain the specific methods of “Analysis of Study Situation”, and to guide the teaching and learning in particular teaching practices, and finally hoping the paper’s research should be the reference of the other teacher’ teaching practice about “Analysis of Study Situation”.Introduction. This part is consist of the background of the study of “Analysis of Study Situation”, the significance of this study and the methods of this study: Literature Study, Questionnaires, Interviews, Case study and other methods.The first chapter of this paper. Sorting out and summarizing the concepts of “Study Situation” and “Analysis of Study Situation” and related theories, and discussing the importance of “Analysis of Study Situation” and abstracting the Study Situation Analysis methods used commonly.The second chapter of this paper: According to author’s three years high school teaching practices and the thinking about and summary of the Analysis of Study Situation, starting from the questionnaires, the author make a questionnaire about the high school students’ Chinese language learning in Weining, Guizhou, and conclude some questions in high school student’s Chinese language learning in Weining. On this basis, the author make some sort of classifying and analysis 378 instructional design of 75 Chinese language teachers who are come from five high school in Weining, and wonder to trying to refine the main contents of the Chinese language teachers " Analysis of Study Situation " during the instructional design, and find out the problems of the “Analysis of Study Situation”. To further understand how the Chinese language teachers is going to analyze the study situation in the actual classroom teaching, the author make a small sample survey about a part of high school Chinese language teachers of Weining. The part of this paper discusses the status quo of study situation analysis in the classroom and problems arising.The third chapter of this paper: To take some specific practice by linking the problems, arising from the Analysis of Study Situation about high school Chinese language teaching in Weining, to the specific Study Situation. The author argued that analyzing Study Situation is not only on the phrase of pre-class preparing, but also in the whole phrase of teaching and learning: during classroom teaching and after class, the teacher should analyze the Study Situation comprehensively, such as careful preparing before class beginning, observing timely during classroom teaching and tracking evaluation after class. During the analysis of study situation teaching practice inquiry, the author analyze the specific teaching case, research the utilizing of the method of the Analysis of Study Situation in the teaching practice, and let the learning situation analysis throughout the pre-class preparation, classroom teaching and the whole teaching process, which is aim to improve teachers’ level of the Analysis of Study Situation and become a reference method for the firstline high school Chinese language teachers. |
PDF Full Text Request