“真实学情”视角下的中学语文教学研究

Research into Chinese Teaching in Middle Schools from the Perspective of Real Learning Situation

教学应该从学生真实的学情出发,然而调查发现:在中学语文教学领域,很多师范生并未厘清何为学情,简单把学生的考试成绩等同于学生的学情;语文教师虽然尝试对学生的学情进行分析,但缺少专业性指导和理论知识。针对上述问题,研究归纳并总结出“真实学情”的概念,提出在中学语文教学设计当中,“真实的学情”应该关注到学生的学习起点、学习状态和学习结果,并且这三个部分在教学设计中对应不同的教学环节。从实际成效来看,这种理解和操作不仅能促进师范生的教学水平,提升其未来就业的竞争力,也有助于实现师范生从学生到教师身份的转变,使其尽快适应教师的工作环境,有助于语文教师提高教学效率。

Teaching should start from students’ real learning situation. However, the survey found that in the Chinese teaching of middle school,many students from normal universities do not understand what is learning situation,and they simply equate the students’ test results with their learning situation. Although Chinese teachers have tried to analyze students’ learning situation,but they lack professional guidance and theoretical knowledge. For the above-mentioned problems,this research has summarizes the concept of real learning situation, and proposes that real learning situation should focus on the starting point, learning state and learning results of students. These three parts should correspond to different teaching links in the teaching design. When it comes to the actual results,this understanding and operation can not only promote the teaching level of normal students,but also enhance the competitiveness of their future employment. It also helps to realize the transformation of normal students from students to teachers,so that they can adapt to the work environment of teachers as soon as possible, and improves the teaching efficiency.