An Action Reseacrh In Learning Situation Analysis Of Mathematics Teaching Design In Junior Middle School

In the teaching practice, to ensure the effectiveness of the class,the teacher must study and grasp the learning situation. The famousAmerican psycholog菌st and educationist Ausubel even argue that theonly important factor influencing learning is what students havealready known. In teaching practice, only by the way of scientific andeffective learning situation analysis can the teachers build efficientclass and fully implement the real "Student centered" curriculumideas. However, the actual situation of teachers doing the analysis isstill much to learn, one of the main reasons is that there is no specificoperational framework to guide them. It has been the lack of researchabout practical learning situation analysis. This study was launchedexplore the practice patterns of scientific and practical learningsituation analysis.The author医as the subject of this study, action research method雇s mainly used, while interview and test and classroom observation are assistant means. Research was divided into three stages:①develop a specific content framework of learning sWuatton analysisby combing the literature and theoretical analysis;②the cognitivestarting point analysis into action research;③the learning interest3H3lysis into action research.This study has made the following conclusions:The content of the learning situation analysis framework broadlydivided inot three dimensions: intelligence factors andnon-inteliigence factors which affect students leaning and externalfactors associated with the student’s own characteristics. The firsttwo dimensions are essentially two aspects of the student’s owncharacteristics. This study analyzes the content of the discussion ofthe learning situation is not a simple list of what features or factors,but to refine their characteristics or factors contained ultimatelyCognitive analysis of the starting point of steps was divided intothree: the analysis of reality cognitive starting point, theory startingpoint and the difference analysis. From the content, the starting pointof cognitiwe analysis including students’ cogniitve structure ofknowledge base, preparation skills associated with new learning. Inthe process of cognitive statring point analysis, the teacher shouldbe paid attention t? the perspective of contact between students* cognitive structure and knowledge to analyze, including: if there is afixation in students’ cognitive concept, if the new material and in theoriginal cognitive concept can discern and if the fixation concept isclear and stable.Students’ learning interest analysis includes two aspects, one isfor what points of interest are related to the new learning, includingcontent and activity form. The second is real interest in theclassroom teaching of middle school students’ performance, namelyto grasp the production characteristics of students’ learning interest.In the actual teaching, facilitate teachers methods mainly includeinterviews, observation of the operation.The innovation of this study are:(1) on the research conclusion,this study proposes a refinement, perfect learning content analysisframework, the study analyzing the content of the specific situation,level clear out of the show.(2) the research methods, using themethod of action research, by the author in teaching practice,analysis, design, implementation, reflection, the improved process toexplore the learning content analysis in practice mode, providesguidance for teachers in actual operation.