A Study On The Learning Situation Analysis In The Teaching Design Of Primary School Chinese Beginner Teachers

With the continuous advancement of the new curriculum reform,the concept of student-centered education has become increasingly popular,and the analysis of learning situation has gradually attracted wide attention from all walks of life.How to truly implement "learning to determine teaching" ? It is the first step to carry out the teaching idea to analyze the learning situation in the teaching design.Only by accurately grasping the learning situation and doing a good job of analyzing the students,can we design a scientific and reasonable teaching design,improve the efficiency of classroom teaching and achieve the goal of "teaching by learning".Because of the beginner teachers lack of teaching experience and lack of understanding of the theory and methods of learning situation analyzsis,there are many difficulties for them.Therefore,this study mainly discusses the learning situation analysis in the instructional design of the primary school Chinese beginner teachers,trying to find the problems existing in the learning situation analysis in the teaching design of primary school Chinese beginner teachers,and provide them with suggestions for reference.Based on "Chinese beginners teacher" and "learning analysis" as the breakthrough point,this paper expounds the origin and significance of this study,and through the collection and analysis of the existing research results,defines the concepts of "beginner teachers" "instructional design" and "learning situation analysis",determines the research method and constructs the content frame of the learning situation analysis of primary school Chinese teaching design.The contents include the analysis of students' learning needs,the analysis of basic experience and the analysis of general characteristics.On the basis of the content framework,the author first collected 66 teaching plans from the beginner Chinese teachers of primary schools with learning situation analysis content,to understand the beginner teachers' analysis of learning needs,basic experience and general characteristics.Secondly,through interviews,the author learned about the understanding,importance and actual analysis of the learning situation analysis of 10 new teachers.Finally,in order to know whether the results of learning situation analysis of new teachers are accurate,the author observed the Chinese class of four new teachers and compared the students' analysis with the actual situation of students.Through the above surveys found that primary school Chinese beginner teachers have the following problems: most of the Chinese beginner teachers ignore the learning,the results of the analysis is not accurate,learning analysis' s content lacks depth,beginner teachers despise general characteristic analysis,the potential starting point of students is not affected and the utilization rate of learning situation analysis results is low.The reasons for the above problems mainly include five points: the weak awareness of learning situation,the deviation of understanding the meaning of learning situation,the unscientific method of learning situation analysis,the lack of time and energy,and the instability of teaching objects.In order to improve primary school Chinese beginner teachers ability of learning situation analysis,the author puts forward the following six improvement strategies: the awareness of learning situation analysis should be strengthened;The acquisition of learning situation should integrate various methods;The content of learning situation analysis should be comprehensive;Learning situation analysis should be combined with specific teaching content;Learning situation analysis should understand the essence of the problem deeply;Focus on the analysis of students' potential starting points.