A Study Of Mathematics Instructional Design Based On Learning Situation Analysis For Key Stage 2

Learning situation analysis serves as the foundation for respecting students who play a pivotal role in learning,the basis for transforming students' learning approaches and the need to reflect over classroom teaching practices.In the current teaching practices,many frontline teachers are aware of the importance of learning situation analysis but are not clear about questions as to what should be analyzed and how analysis should be carried out,leading to inadequate fulfillment of the research value of learning situation analysis and its property as an effective tool.To begin with,this research attempts to define the content of learning situation analysis by drawing on the basic elements of pedagogical activities in instruction theories: learning situation analysis mainly deals with factors influencing students' learning process,including educatees,the educator and educational influence.Educatee analysis is the most important among analyses of the three factors,in which the "3Ws" of students should be examined-what students are like now,which corresponds to their present cognitive readiness;why they are learning,which corresponds to their learning motivation;and how they are learning,which corresponds to their learning styles.Educator analysis mainly focuses on the formulation of teaching strategy,that is,how to develop teaching strategy well adapted to the result of educatee analysis.Educational influence analysis mainly addresses the contextual connections and intrinsic logic in the textbook.Additionally,based on achievements of existing studies,this research employs such methodologies as literature review and survey analysis to examine how learning situation analysis has been presently applied in teaching practices,finding mainly three infrequencies: in methodology,analysis and application.On that basis,this research proposes three fundamental principles relating to the application of learning situation analysis in teaching,which are applicative,categorical and holistic principles;the content and procedures of learning situation analysis at the semester,unit and lesson dimensions are identified.Finally,this research presents a comparative experiment of Prime Numbers and Composite Numbers,a lesson from the fifth graders' mathematics textbook for the second semester published by the People's Education Press,between Class 1 and Class 2 in S Elementary School.Based on the results of the comparison of pre-and post-experiment data,the following conclusions are drawn: If instructors are able to carry out learning situation analysis on students' cognitive readiness,learning styles and learning motivation,then they will be able to select teaching content,design teaching procedures,set teaching goals and adopt teaching strategies in a targeted manner,thereby maximizing students' learning motivation,leading them to voluntarily find problems and properly addressing them,and finally facilitate different students to gain different development.