中职教师如何有效开展学情分析?——基于学情分析模型的实证研究

How Can Teachers in Secondary Vocational Schools Effectively Conduct Students'Conditions Analysis?——An Empirical Study Based on the Students'Conditions Analysis Model

提高教师学情分析水平是推进中职学校教学改革的重要抓手。在对中职教师学情分析相关概念界定的基础上,通过借鉴相关理论、文献指标、深度访谈和数据验证,构建了中职教师学情分析模型,该模型包括学生前在状态分析、学生潜在状态分析和学生差异状态分析3个维度共18个指标。运用该模型对江浙沪地区338名中职专业课教师进行了测评,结果显示,中职教师学情分析水平整体不高,且对各学情要素的分析程度不同。不同教龄教师在学情分析子维度上存在显著差异,教龄在16~20年间的教师对于学生前在状态和差异状态的分析水平显著高于教龄在0~5年间的教师;不同职称的教师在学情分析子维度上存在显著差异;获过教学大赛奖的教师学情分析水平显著高于没有获奖经历的教师;教师学情分析水平在性别和学历上不存在显著差异。为提升学情分析水平,中职教师应重塑学情分析理念,按需分析学情内容,灵活使用学情分析方法,中职学校也要为教师学情分析做好保障。

Improving teachers'ability to analyze students'conditions is an important tool to promote teaching reform in secondary vocational schools.Based on the definition of the concept of teachers in secondary vocational schools conduct students'conditions analysis,a model of students'conditions analysis was constructed by drawing on relevant theories,literature indicators and in-depth interviews and data validation,which included 18 indicators in 3 dimensions:students'pre-state analysis,students'potential state analysis and students'difference state analysis.The model was used to evaluate 338 professional course teachers in secondary vocational schools in Jiangsu,Zhejiang and Shanghai,and the results showed that the overall level of students'conditions analysis was not high,and the degree of analysis varied among the elements of students'conditions.There were significant differences among teachers with different teaching ages in the sub-dimension of students'conditions analysis,and teachers with 16~20 years of teaching experience had a significantly higher degree of analysis of students'pre-state and difference state than teachers with 0~5 years of teaching experience.There were significant differences among teachers with different professional titles in the degree of analysis of each dimension of students'conditions,and teachers who won teaching competition awards were significantly better at analyzing students'conditions than teachers without award experience.In addition,there was no significant difference in the degree of teachers'analysis in terms of gender and academic qualifications.In order to improve teachers'ability to analyze students'conditions,teachers should reshape the concept of students'conditions analysis,analyze the content of students'conditions as needed,use analysis methods flexibly,and schools should also provide supporting measures for teachers'analysis.