Research On "Learning Situation Analysis" In The Teaching Design Of Biology In Middle School

With the deepening of the curriculum reform in basic education,the educational concepts of " paying attention to students" and " taking students as the foundation" have gradually taken root in the hearts of the people.Study situation analysis is an important work of teaching design.It is an important carrier of putting "student-oriented" into classroom teaching.It is also the basis of a good teaching design.The existing research on the analysis of study situation mainly focuses on the subjects of Chinese,mathematics and politics,with relatively few biology.Moreover,these studies remain at the level of theoretical discussion,and lack of sufficient research on the content and inter-provincial differences of the analysis of learning situation and practical guiding significance.In this study,880 teaching designs were collected from three main journals(Biology Teaching,Biology Bulletin and Biology Teaching in Middle Schools),and355 were screened out which contained the analysis of learning conditions.Using the self-compiled "5+2" framework of learning situation analysis with good reliability and validity,using NVivo 11 software to make statistics on the data,analyze the trend and main content of learning situation analysis,at the same time,analyze the development of learning situation analysis in provinces and cities,summarize the existing problems of learning situation analysis in recent ten years and their causes,and put forward pertinent suggestions.The study found that:1.The analysis of study situation generally presents the following characteristics: in the past ten years,the analysis of study situation has generally shown an upward trend in the design of middle school biology teaching,and the trend is strong;biological educators have been paying attention to the analysis of academic conditions,and the number of people concerned is gradually increasing;In the pastten years,the proportion of study situation in instructional design has not been high enough(the highest ratio is 51.96%).2.The content characteristics of the study situation analysis: In the process of preparing the lesson,50.99% of the teachers did not put the content of the study situation analysis under the independent title,but in the process of analyzing the teaching materials,briefly mentioned the situation of the students;In the main analysis dimension of“Five Knowledge”,46.30% of bio-educators focus on the“known”aspect,while the detailed analysis of students' “want to know”content is only 7.61%;in knowledge,ability,emotion attitude and value among the three sub-analytic dimensions,the most concerned are the students' existing knowledge and experience(34.27%),the existing level of competence(17.62%)and the knowledge system(11.33%)that students do not have.Bio-educators pay more attention to learners characteristics analysis(20.22%)when conducting academic analysis,but most teachers make empirical judgments on academic conditions.Few teachers use objective methods to analyze student situations.3.The development of middle school study situation analysis in various provinces and cities: Among the 21 provinces and cities studied,Jiangsu and Beijing paid more attention to the analysis of study situation,while Shanxi and Xinjiang ignored the analysis of study situation;educators from Jiangsu and Beijing provinces The content of the study situation analysis is more comprehensive,and it involves the content of the main dimension.The analysis of the study situation in Inner Mongolia and Yunnan provinces only involves two parts.Among them,Inner Mongolia involves “known” and “unknown”,Yunnan involves “known” and“unknown”,while other provinces and cities involve at least To three aspects.Through cluster analysis,the development of academic analysis in each province and city is divided into four categories: I-type regions: Jiangsu and Beijing are the most common provinces for the analysis of study situation in the design of middle school biology teaching;Class II regions: 21 provinces in total The city analyzes the study situation in the middle school biology teaching design is more common in the provinces and cities,including 9 provinces in the western region;Category III: Shanxifor the analysis of study situation in the middle school biology teaching design is not common in the provinces and cities;Class IV areas: Zhejiang's analysis of study situation is the least common in the study situation analysis of middle school biology,namely the weakest provinces and cities.4.The problems,causes and suggestions of the analysis of study situation :the proportion of biological educators participating in the analysis of the study situation is low;the content of the study situation analysis is single,mainly based on knowledge;the method of the analysis of study situation is single,based on empirical judgment;The study situation analysis is not targeted.The main reason for these problems is that educators have a weak understanding of students as the main body,lack of understanding of the analysis of study situation and lack of ability to practice inquiry.In view of the above research,the paper finally puts forward the following feasible suggestions for the improvement of biology educators' ability of learning situation analysis:(1)Biology educators should establish the concept of "lifelong learning".(2)Biology educators should recognize the value and significance of the analysis of learning conditions.(3)Biology educators should adopt correct methods to make the analysis more pertinent.