Research On Learner Analysis In The Instructional Design Texts Since Basic Education Curriculum Reform

The reform of basic education curriculum that began at the beginning of this century has promoted the transformation of teaching paradigm from "teacher-centered" to "learner-centered",and "learner-centered" has gradually become the cognitive consensus of teaching philosophy in the context of the new curriculum reform.Under this influence,instructional design,as one of the most micro and daily teaching practices in the curriculum reform of fundamental education,integrates learners into the system of instructional design,learner analysis becomes the basic premise of instructional design and the guarantee of effective instruction.The development process of learner analysis in instructional design over the past 22 years can reflect the implementation of learner-centered teaching practice in China’s fundamental education reformation.Based on this,the purpose of this study is to explore the practical situation of learner analysis in instructional design since the implementation of the fundamental education curriculum reformation at the beginning of this century.This study takes instructional design text as the research object,adopts literature research and text analysis as the main methods.Base on literature review,the framework of the universality of learner analysis,the content of learner analysis,and the application of the results of learner analysis is constructed respectively.Then stratified random sampling 1056 instructional design texts from the primary and secondary school teaching journals in the China Fundamental Education Literature Resource Database,from three aspects of universality,content and application to analyze the situation of learner analysis in instructional design and its disciplines and grade differences,and the conclusions are as follows.During the 22 years of implementing the basic education curriculum reform,the universality of learner analysis has increased,but the learner analysis presents three problems: the analysis is too broad and superficial,and excessive rely on external materials such as instructional theory;The content of learner analysis is mainly based on existing knowledge and skills,and the content in each instructional design is not diversified;The results of learner analysis are applied frequently,and showing the characteristics of diversified application.However,some teaching strategies based on learner analysis are unreasonable,part of the content is analyzed but not applied,and some unanalyzed content is applied in the teaching process design.Moreover,the situation of the learner analysis of instructional design varies by subject and grade.According to the research conclusion,this study puts forward suggestions for different groups to improve the learner analysis of instructional design.For theoretical researchers,they should strengthen the research on the implementation mechanism of basic education curriculum reform;take into account different disciplines and grades;Improve the research on the application of learner analysis results through the correlation between the content and application of learner analysis;continuously clarify the scientific and functional nature of the connotation of learner analysis.For primary and secondary school teachers,they should regard learner analysis as a scientific rather than empirical activity;enrich the understanding of various contents of learner analysis;and train the ability to select,clarity,and apply learner analysis;constantly improve the student outlook under the guidance of the learner centered concept..