The Study Of Teaching Design Analysis Of Students’ Mathematics Learning Situation

With the constant advancement of elementary education curriculum reform,more and more teachers begin to pay attention to student’s main body status,and realize that they need to guide students to complete the construction of knowledge in the teaching process actively.This is based on the original knowledge and experience of students,and then it can complete effectively on the basis of that.So the teaching design needs a full and comprehensive understanding of original knowledge of students,which is necessary to make some analysis of students’ learning situation.However,it is found that the analysis of students’ learning situation is not ideal,through reading the related literature and analysis of the current learning of the status of the investigation,which are mainly reflected in the following two aspects: on the one hand,the relative theoretical study is not perfect especially lacks for learning analysis research on the level of practice.On the other hand,teachers analyze the students’ learning situation comparatively hasty and they usually directly summarize it on experience.Therefore,this thesis tries to make up for the inadequacy of the present theories of students’ learning situation analysis,and tries to provide a valid template for teachers to analyze students’ learning situation.In view of this,this thesis will make "the study of teaching design analysis of students’ mathematics learning situation " as the research subject.Firstly,it collects the present research findings on account of the problems of students’ mathematics learning situation and determines the foothold of this study.Secondly,it combines the relevant educational theory and makes a general statement of analysis of students’ mathematics learning situation,and sums up the effective methods to collect information about learning,and then compare the strengths and weaknesses of teaching design according to the different ways to collect information about learning.Finally,it summarizes the contents,methods and processes of the analysis of students’ mathematics learning situation in the teaching designs,and on this basis,it will provide some suggestions for the majority of teachers of mathematics in the aspect of the analysis of students’ mathematics learning situation.According to the study,the following three important conclusions are displayed: Firstly,the contents of the analysis of students’ mathematics learningsituation are divided into three aspects,including knowledge and skills,mathematical thinking and problem solving,emotional attitude and cognitive style.Secondly,it adopts the methods of questionnaire survey used for collecting the learning situation of knowledge and skills,mathematical thinking and problem solving,and also combines the methods of observation and interview used for the emotional attitude and cognitive style.Thirdly,the process of the analysis of students’ mathematics learning situation aims at analyzing the corresponding prepared state of students who are required by the teaching materials,and learning about students’ actual level in knowledge and skills,mathematical thinking and problem solving which is based on the designed test paper in terms of the prepared state above.The students’ mathematics learning situation in the aspects of emotional attitude and cognitive style can be accomplished by the observation of daily teaching and the interview before class.By studying the process of the analysis of students’ mathematics learning situation,suggestions are displayed as follows: Make the cohesion between the analysis of teaching materials and the analysis of students’ mathematics learning situation.And they can make effective use of the analysis of teaching materials,which can display the corresponding prepared state before they study,and this kind of state should be used as the basis for the analysis of students’ mathematics learning situation.They can make a reasonable balance between requirements of teaching materials and students’ actual level differences,combined with the importance of the teaching contents to solve this problem effectively.They should ensure the authenticity of collected learning information,and make it truly reflected the students’ actual level.They need make appropriate use of learning information collected for the teaching design,which can stimulate students’ interest in learning to a great extent,and finally promote the development of students’ learning ability.