The Construction And Practical Research Of The Index Framework Of High School Mathematics Learning Situation Analysis

Learning situation analysis is the starting point for students to learn effectively.In the absence of specific methods,steps and indicators framework guidance,teachers will be difficult to grasp the teaching starting point from the students' real situation,carry out teaching design,organize teaching activities,and there are few scholars who have systematically studied the "learning situation analysis index scholars.It is of great significance to construct the index framework of high school mathematics situation analysis,which can provide a reference model for front-line educators to carry out learning situation analysis.The core question of the research: what is the index framework of scientific and reasonable high school mathematics situation analysis? In order to compile the index frame of mathematics situation analysis in senior high school,we first use the literature analysis method to sort out the literature on the connotation,content,theoretical basis,method and framework of mathematics situation analysis,determine the basic content of mathematics situation analysis,find the index of each dimension,choose the theoretical basis,construct the index frame preliminarily,and make clear the means of practical research.Secondly,we consult experts to adjust and perfect the index of mathematics situation analysis framework and the characteristics of students' behavior Finally,the index frame of mathematical situation analysis is tested in practice,and according to the index frame constructed,the concept of function is selected to analyze the learning situation,and the test questions are compiled to test the rationality and practicability of the index frame.Through combing the literature of the content of learning situation analysis and combining with the expert opinion,the index framework of mathematics situation analysis in senior high school needs four dimensions: knowledge ability foundation,students' cognitive characteristics,students' learning style and learning development.The basic dimension of knowledge ability is divided into five levels: pre-structure,single-point structure,multi-point structure,association structure and extended abstract structure;the dimension of students' cognitive characteristics is divided into five stages: sensory movement mode,image mode,concrete symbol mode,form mode and post-form mode;the dimension of students' learning style is divided into four types: divergence type,assimilation type,aggregation type and adaptation type;and the dimension of learning development needs The degree is divided into four aspects: achievement demand,learning gap,external motivation and learning interest.At the same time,different levels or types of student behavior characteristics are described,which provides a reference for first-line teachers to analyze their learning situation according to their performance.Taking the Concept of Function in Senior High School as an example,this paper compiles the Concept of < Function > the Survey and Analysis Test Volume of Learning Situation,selects two classes(ordinary class and special class)in the first grade of Xinhua Middle School in Tianjin to carry on the test,analyzes the data of the collected questionnaire,and directly reflects the different learning situation of the students in the two classes.It shows that the test questions based on the index framework can accurately reflect the basic situation of the students in the four dimensions of knowledge ability foundation,students' cognitive characteristics,students' learning style and learning development needs,This proves that the indicator framework developed by the Institute has a certain fit Rationality and implementability.On the basis of the index framework and practical research,four suggestions are put forward for the first-line mathematics teachers: to understand the learning situation in depth,to avoid empiricism,to be familiar with the teaching content and to compile the test questions,to understand the students and to organize teaching activities reasonably.