高中数学教学设计中的学情分析现状调查

The Investigation of Analyzing Learning Situations in High School Mathematics Instructional Designs

有效教学离不开学情分析,已得到教育工作者的广泛认同.教学设计文本分析的结果反映出高中数学教师开展学情分析的一些特征:最关注元认知与认知维度的"学情",对于环境与个体差异两个维度的"学情"较少涉及;在整体上偏重基于主观经验而非基于"证据"开展学情分析;不少教师对于学情分析的价值和功能认识不到位,表现出形式主义倾向;学情分析的理论基础十分薄弱,有待进一步提升.精准地分析"学情"应该明确:整体地分析"学情";学情分析要讲"证据";学情分析旨在提升教学效率;借助理论分析"学情".

Analyzing learning situations was the basis of effective teaching and had been widely accepted by the educational researchers and teachers. The results of text analysis about instructional designs reflected some characteristics of high school mathematics teachers analyzing learning situations： paying more attention to learning situations in meta-cognition or cognition and less attention to learning situations in environment and individual difference, carrying out analyzing learning situations based on the subjective experiences rather than on evidences in the overall, many teachers didn＇t understand deeply the value and function about analyzing learning situations and showed the tendency of formalism, the theoretical foundation of analyzing learning situations was weak and should be promoted. In order to accurately analyzing learning situations we should clarify the following facts： integrally analyzing learning situations, analyzing learning situations with evidences, the purpose of analyzing learning situations was to improve teaching efficiency, analyzing learning situations relies on theories.