A Study On The Analysis Of Learning Situation In The Teaching Design Of Middle School "Ethics And Rule Of Law" Class

Effective learning analysis is the pre-requisite of effective teaching,the first step to improve the efficiency of classroom teaching,and the prelude to the implementation of targeted teaching,a prelude to the implementation of targeted teaching,which can become a magnifying glass that allows teachers to see the "learning situation" that was previously ignored under the traditional education concept,always reminding teachers of the existence of students,which is important for improving the relevance,adaptability and creativity of teaching.It is important to improve the relevance,adaptability and creativity of teaching and learning,and thus to continuously improve the quality of teaching.As the starting point of the whole teaching activity and the blueprint for classroom teaching,the teaching design should take the analysis of the learning situation as the core standard and foundation of the teaching design.During the actual teaching design process,take students’ specific conditions into full consideration,take the actual foundation of students as the starting point,adjusting teaching strategies and selecting methods according to the learning situation,paying attention to students’ development needs,and carrying out teaching design on this basis will be conducive to enhancing the validity of teaching activities,so as to truly implement the teaching concept of "learning to teach".Based on this,this study takes the analysis of learning conditions in the teaching design of junior high school Morality and Rule of Law class as the core perspective,and investigates the actual situation and development trend of the teaching design cases of Morality and Rule of Law class published in the educational journals of ideological and political subjects by means of textual analysis;On this basis,combined with the survey,it analyzes in depth the subjective and objective aspects of junior high school Morality and Rule of Law class In addition,we analyzed and discussed the basic understanding and actual practice of teachers in teaching design regarding the content,method,importance and attention of the analysis of learning situation.According to the survey,although teachers gradually began to pay attention to the analysis of learning situation,the lack of teachers’ ability to analyze learning situation,lack of external binding force from the teaching office and school,and objective factors such as many students and heavy teaching tasks make teachers pay little attention to the analysis of learning situation,analysis lacks relevance,analysis is formalized and single means of analysis appear in the actual teaching design process.Therefore,we must first start from the ideological level,make teachers pay attention to and recognize the status and role of student situation analysis,clarify the range and connotation of student situation analysis,acquire scientific and correct methods of student situation analysis,improve their own ability of student situation analysis,let teachers learn to correctly and effectively identify useful information from numerous student information in the process of practice,and design the collected student information in three steps of acquiring,analyzing,and integrating,The teachers will learn to correctly and effectively identify useful information from a large amount of student information,and design a classroom-specific teaching design based on the three steps of acquisition,analysis,and integration.