A Study On The Practice Direction Of Primary School Mathematics Teachers' Learning Situation Analysis

In recent years,with the implementation of core competencies and morality education,the concept of "student centered" has been strengthened,and the status of students has gradually improved.At the same time,various slogans of respect for students have also emerged endlessly.In primary school mathematics teaching,teachers pay more attention to the cultivation and growth of students' ability than just imparting knowledge.Instructional design is an important way to promote teachers' effective teaching.Implemented in elementary school mathematics instructional design,"preparing students" seems to be empty talk.The so-called "preparing students" is learning situation analysis of students,and learning situation analysis can not occupy a place.It is just the oral discussion of primary school mathematics teachers,which is obviously not conducive to the development of students and the growth of teachers.Only based on students' specific learning situation can teachers achieve the ideal effect of instructional design and realize the real vision of promoting students' comprehensive development.This paper mainly discusses the current situation and problems of learning situation analysis in the instructional design of primary school mathematics teachers.In the first part,through the analysis of the existing research,the author constructs the ought to be state of primary school mathematics teachers' learning situation analysis,which is the effective standard of primary school mathematics teachers' learning situation analysis.The content of this part mainly includes the following four aspects:first,the content of learning situation analysis,including the internal and external factors related to students' learning;second,the concept of learning situation analysis,including the concept of establishing and practicing viewpoint of students,promotinginstructional design ability and promoting professional development;third,the principle of learning situation analysis,including the principle of subjectivity,collectivity and individuality,the principle of dynamic continuity and the principle of difference;fourth,the method of learning situation analysis,including experience analysis,questionnaire survey,homework feedback,interview,observation.The second part,through the above construction of the learning situation analysis of primary school mathematics teachers,combined with text analysis,questionnaire survey and interview survey to investigate the current situation of the learning situation analysis of primary school mathematics teachers,which is to find the actual situation of the learning situation analysis of primary school mathematics teachers.By summarizing three kinds of investigation methods,this paper finds out the common problems existing in the analysis of learning situation of primary school mathematics teachers: first,there are misunderstandings in the understanding of learning situation of primary school mathematics teachers,including the misunderstanding of the concept and importance of learning situation analysis;second,there are deviations in the subject concept of learning situation analysis;third,one-sided understanding of the content of learning situation analysis;fourth,the method of learning situation analysis is single;the fifth is that there are some problems in the expression of the learning situation analysis text.The third part is to analysis the causes of the problems.The reasons for the above problems are found through three methods of investigation: the primary school mathematics teachers lack the correct understanding of learning situation analysis,primary school mathematics teachers are shackled by traditional teaching concepts,primary school mathematics teachers are confused about the content of learning situation analysis,primary school mathematics teachers lack of understanding of learning situation analysis methods,and lack of their own professional literacy.The fourth part is to put forward the targeted improvement direction for the above problems,which is to tell the primary school mathematics teachers how to improve the existing problems in the teaching practice,to put forward shallow strategic suggestions,to match the should to be state of learning situation analysis with the actual state.The main content includes the following aspects: First,in-depth understanding of the learning situation analysis,effectively grasp the learning situation analysis content.Second,the effective use the learning situation analysis methods,the development of various of learning situation analysis collecting methods.Third,the combination of learning analysis theory and research to improve the learning analysis ability.The fourthis to clarify the operational steps of learning situation analysis and determine the direction of analysis operation.The fifth is to describe the specific case of learning analysis and grasp the accuracy of expression.