Investigation And Research On The Current Situation Of Learning Situation Analysis Of Junior Middle School Mathematics Teachers

In order to implement the fundamental task of moral education,the Ministry of Education has promulgated the "Standards(2022 Edition)" with core literacy as the platform.A basic idea of the new curriculum standard is that "different students get different development in mathematics".The implementation of this idea requires learning situation analysis and teaching according to their aptitude."Compulsory Education Quality Evaluation Guide" also explicitly requires teachers to "accurate analysis of academic situation".It can be seen that learning situation analysis is the premise of effective teaching of mathematics teachers,and it has important practical significance to carry out research on learning situation analysis of junior middle school mathematics teachers.This study intends to solve three problems: first,what is the current situation of junior middle school mathematics teachers’ learning situation analysis? Second,what are the factors that affect the learning situation analysis of junior middle school mathematics teachers? Third,how to improve the level of learning situation analysis of junior middle school mathematics teachers? This study comprehensively uses literature research method,questionnaire survey method,interview method and classroom observation method,selects 226 middle school mathematics teachers in L City of Gansu Province as the research object,analyzes the status quo from the concept,content,method,purpose and ability of teachers’ learning situation analysis,analyzes the influencing factors,and puts forward improvement strategies.It is found that the current situation of middle school mathematics teachers’ learning situation analysis is generally good,which is embodied as follows: in terms of concept,middle school mathematics teachers have a strong sense of learning situation analysis,but some teachers have misunderstanding of the connotation understanding and value identification of learning situation analysis;In terms of content,junior middle school mathematics teachers agree that the content of learning situation analysis is extensive,but in the concrete practice,it lacks the analysis of students’ psychological characteristics and personality differences.Methods,junior middle school mathematics teachers can use some simple methods to analyze the situation,but can not skillfully cooperate,flexible and in-depth,skilled use of a variety of situation analysis methods;In terms of usage,teachers in junior middle schools generally believe that learning situation analysis is helpful to improve the efficiency of mathematics classroom teaching,but some teachers have weak executive power,so its use has not been fully utilized.In terms of ability,the ability of situation analysis of junior middle school mathematics teachers needs to be improved,and more than half of the teachers have doubts about their own situation analysis ability.The factors affecting the analysis of junior middle school mathematics teachers’ learning situation include: teachers’ own teaching concept,time and energy,educational theory level and teaching practice ability are the main factors,gender,teaching age and professional title will also affect the analysis of their learning situation to varying degrees;The teaching and research atmosphere and professional training of teachers’ schools also have a certain influence on their learning situation analysis.In order to improve the level of middle school mathematics teachers’ learning situation analysis,six suggestions are put forward: teachers should change their ideas and fully understand the important value of learning situation analysis;Teachers should allocate their time reasonably to analyze students’ mathematical knowledge base and common characteristics.Teachers should combine teaching experience and adopt multiple methods of learning situation analysis to combine rational analysis and experience judgment effectively.Teachers should strengthen the theoretical study and practical research of learning situation analysis;Schools should organize teaching and research activities on the theme of mathematical situation analysis to promote teachers’ level of learning situation analysis.Schools should organize special training activities for mathematics learning situation analysis to provide scientific and reasonable guidance for mathematics teachers.