Learning In Primary School Chinese Teaching Design Analysis

With the concept of people-oriented deeply rooted in teachers’heart, school education put a greater emphasis on respecting, and concerning about the students. They become the center and subject of Classroom teaching. Therefore, understanding, and researching students will be an Essential part of teachers’Instructional Design. For teachers, the situation of the students is very complicated, individual differences exists widely, and even changes quickly. so, how to understand the students deeply and totally before classroom teaching, in order to impart to the students what the knowledge and abilities they need most to improve the quality and efficiency of teaching, turns to be so important. And is also the Issues of common concern including the community, teachers and parents. Thus, the learning situation analysis came into being.The learning situation analysis in the Instructional Design is the foundation of improving the effectiveness of classroom instruction and achieving the students-centered teaching. Therefore, this study mainly Focus on exploring the learning Situation in primary Chinese teaching design. Firstly, by the form of a questionnaire survey about109national Key Teachers who was training in a national class, they come from Heilongjiang, Jilin, Liaoning, Inner Mongolia, Shaanxi and Hebei provinces and Beijing, Tianjin, two municipalities, by learning from their understanding,the degree of attention, purpose, role, content, methods, confusion and problems of the learning situation analysis, to understand the general situation of learning situation analysis and objective understanding of primary Chinese teachers; at the same time, this study select three important journals on primary Chinese teaching:"language teaching in primary schools","primary Chinese","Language construction".and choose a total of375primary language instructional design case in the past five years from2007to2011,according to an empirical perspective to statistic and analysis the primary Chinese teachers "learning situation analysis," specific practices, as well as problems with confusion; select the text named "to take the stone" in the PEP Teaching material in grade four, let the key teachers in primary schools combined with text analysis the instructional design in the learning situation, they analyzed the contents of the arrangement and classification, and the contents analysis on the learning situation by key teachers. By the way of the investigation and understanding, the author found in the instructional design of the teachers at this stage, the learning situation analysis there are some problems: For example, teachers do not know the concept of the learning situation and learning situation analysis; the content of learning situation analysis isn’t clear at all; the method of learning situation analysis is unscientific and single; the generalization, narrowing and missing of the learning situation analysis, making it difficult to teachers, and becoming a kind of blind spot and difficulty. In short, without adequate learning situation analysis, it is difficult to ensure the effectiveness of teaching.According to the problems and confusion of learning situation analysis, the author analyzes the cause of learning situation problem, and provides some of the methodological guidance for reference from a rational perspective. Including the content and methods of analysis in the learning situation. The content of Learning situation analysis include:students’"known","unknown","should know","like to know" and "can know" five aspects. Method of learning situation analysis can commence from the following:Focus on the preview job, analysis the students’"known"; interpretation of the teaching content, analysis the "unknown"; refer to the Textbook of intent to analyze students’"should know"; mining learning needs. Analysis the "like to know"; based on teaching objectives, analysis the "can know"...