Research On The Learning Situation Analysis Ability Of Chinese Teachers In Rural Primary Schools

Always paying attention to the overall development of students is the core educational concept advocated by the new curriculum reform.The new educational concept requires teachers to teach for the learning and development of each student.Therefore,only by doing a good job of analyzing the learning situation can we ensure the effectiveness of teaching and make all the educational ideals for students not become an empty talk.The teacher's ability to analyze the learning situation is an important guarantee for teachers to understand and study students and is a key factor for the effective development of teaching activities.Compared with urban primary school Chinese teachers,the ability of rural primary school Chinese teachers to analyze the learning situation is weaker.Therefore,it is of great theoretical and practical significance to study the ability of Chinese teachers in rural primary schools to analyze the learning situation,both in the language learning of primary school students and in the improvement of the efficiency of primary school Chinese classroom teaching.This research mainly uses Literature method and questionnaires and interviews and other research methods to obtain the status quo of the learning situation analysis ability of Chinese teachers in rural primary schools.The study found that the ability to analyze the learning situation of Chinese teachers in rural primay school has the following problems:the learning situation analysis' s strain ability is weak,lack of specificity;insufficient cognitive ability of learning situation analysis;the analysis of the learning situation is basically based on empirical judgment,and the analysis method is single;lack of integral learning situation analysis concept;reflexive awareness is not strong,lack of systemic.After investigation and analysis,the root causes of these problems are as follows:insufficient ability of rural primary school Chinese teachers to understand the learning situation analysis;insufficient ability to use the method of the learning situation analysis;insufficient integration ability of learning situation analysis and teaching process;insufficient research capacity for learning situation analysis etc.In view of theabove problems and their causes,this study proposes the following strategies for improving the ability of rural primary school Chinese teachers to analyze their learning situation:correctly understand the status and value of learning situation analysis;establish a complete concept of analysis of the learning situation including pre-class,in-class,and after-class;improve the predictive ability of learning situation analysis in pre-class;improve the dynamic generation ability of the learning situation analysis in classroom teaching;improve the summary and reflection ability of the learning situation analysis in after-class etc.