A Case Study Of Junior Middle School Chinese Teachers’ Learning Analysis Ability In The Information Classroom

With the continuous improvement of informatization teaching ability,the teaching diagnosis ability of teachers in an informatization environment appears to be particularly important.As the most basic part of the diagnosis,its importance is self-evident.This study uses literature research methods,classroom observation methods,interview methods and other methods to collect data.Three Chinese teachers from Y Middle School who are representative in terms of teaching age,professional title,and information technology application are selected to conduct field contact investigations with them as the research objects.According to the three stages of learning analysis divided by Chen Longsheng in the book "Chinese Classroom "Study Perspective" Reconstruction",that is,learning starting point analysis,learning status attention,and learning result evaluation,this is the framework of the research.Put it into the information classroom,and use the ability to analyze the starting point of learning,the ability to focus on learning state,and the ability to evaluate learning results as the logical framework of this article to observe the status quo of the three research objects and conduct qualitative research.The study found that there are both common points and differences between the three research subjects.Generally speaking,because the three research subjects are all in the city and co-located in an informationized demonstration school,their ability to diagnose academic conditions in an informatized classroom is not zero,but there are differences in the ability of the three teachers to diagnose academic conditions.Novice teacher X is the one with the strongest informatization comprehension ability among the three research subjects,thanks to the rapid development of informatization in the age when she grew up.Teacher X’s academic diagnosis focuses on skills and is good at information technology,but lacks teaching experience,and the practice of educational concepts is neglected.The ability to diagnose the starting point of learning and the ability to focus on learning status is weak,but the ability to evaluate learning results is strong,and he is in a lot of thinking.The deliberative stage with little practice.The proficiency H teacher’s academic diagnosis is based on technology,and he is full of enthusiasm for information technology and is practical and willing to learn.However,the efficiency of information technology learning is far less than that of teacher X.Currently,he is moving towards a higher educational concept and is constantly adapting technology.The relationship with experience.Teacher H has a strong ability to diagnose the starting point of learning and the ability to focus on learning status,but due to objective factors,the students in the class have a low starting point,imperfect information equipment and other factors.He is always unable to evaluate the learning results and is difficult to achieve stratification.Homework.The expert teacher F pays equal attention to academic conditions and skills,and has relatively strong learning starting point diagnosis ability,learning state attention ability and learning result evaluation ability.However,unlike teachers X and H,teacher F has a calm and rational understanding of information technology.,Which embodies his thinking and critical spirit of information chemistry situation diagnosis.When the concept and technology are relatively mature,Teacher F focuses on practicing his educational philosophy.The characteristics of the three teachers also represent the characteristics of teachers of similar age with their same professional titles.In order to strengthen the importance of junior high school Chinese teachers in the information classroom and improve their academic diagnosis ability,based on the problems found in this research,Put forward the following strategies:Introduce smart teaching system to improve teachers’ academic diagnosis ability;optimize resource allocation and rational use of equipment;optimize academic diagnosis training design,hierarchical on-demand training;improve information-based teaching ability evaluation mechanism,increase academic diagnosis Ability evaluation indicators.