A Case Study On The Learning Situation Analysis Of Mathematics Teachers In Primary School

In recent years,with the advancement of new curriculum reform,educators are increasingly concerned about the development of students.The focus of education exploration is increasingly turning from teaching to learning,more and more teachers start to establish the main position of students and pay due attention to students learning in classroom.Therefore,the analysis of learning conditions started to really come into the daily teaching of teachers.However,in actual teaching situations,the analysis of the learning conditions of teachers have many problems.Although there are many theories about the learning conditions analysis in recent years,but there are still lacking sufficient practical research,so that few useful analysis framework can be referenced for teachers.Considering the practical situation,therefore,a study on learning conditions analysis of teachers is of great theoretical and practical value.This study takes the learning situation analysis of mathematics teachers in primary school as the breakthrough point,teacher W and Y selected as the research object,by the method of case study,through the ways of observation,interview and physical analysis,to inspect two teachers how to carry out learning situation analysis specifically in the level of the teaching design,the level of the teach ing implementation and the level of teaching evaluation,what the contents of learning situation analysis contain and the specific inspect ways of learning situation,and then find out the problems of the two math teachers' learning situation analysis,to analysis the reason and put forward the improvement suggestions accordingly.The mitigating virtues two math teachers do for learning situation analysis are mainly reflected in consciousness as well as action level.The two teachers have a clearer understanding of the meaning and value of learning situation analysis in consciousness and they can focus on learning situation of students in the course of class teaching in action level.There exist certain problems in teaching design learning situation:its content being narrowed,its methods being experienced.In terms of teaching implementation,learning situation is lack of depth and its results application is not good.In teaching evaluation,teacher can't evaluate learning situation because of unreasonable assignments,and the feedback only focus on the whole or the most students' learning situation.By exploring and analyzing the existing issues above,we can conclude the main reasons.First,teachers are insufficiently experienced and they don't have systematic learning situation frameworks to reference.Second,teachers have deficiencies in pedagogy knowledge so they don't have enough learning situation analysis.Third,the learning situation of each student can't be noticed due to the large class scale.Fourth,teaching loads of each class hour is heavy and the fast pace of class makes it hard to do learning analysis.In addition,the homework situation is so complex that the teachers can only do the whole feedback.What's more,teacher can't understand well about students' extracurricular learning situation for some parents' incorporation.In view of the problems existing in the two teachers' learning situation analysis,the author puts forward some improving suggestions from three levels: on the instructional design level,teachers should extend learning situation analysis content,and adopt diversified methods for learning situation analysis.On the teaching implementation level,teachers should improve ability of capturing students' instant learning situation,and combine teaching and learning situation analysis together.On the teaching result evaluation level,teachers should integrate students' homework into the content of instructional design and strengthen communication and connection with parents.