学情分析中“学情”的理解  

What's Students' Conditions on Earth: Two Inevitable Questions-a Review on the Concept of Students' Conditions in the Literature of Students' Conditions Analysis

作　　者：谢晨[1] 胡惠闵[1] 

机构地区：[1]华东师范大学课程与教学研究所

出　　处：《全球教育展望》2015年第2期20-27,共8页Global Education

基　　金：教育部人文社科重点研究基地重大研究项目"义务教育阶段学生课业负担监测与公告机制研究"(11JJD880010)研究成果

摘　　要：本文回顾了近十年国内学情分析研究对"学情的概念"的探讨,发现已有研究的主要追求是尽可能全面的列举、归纳"学情"所包含的内容。然而,这些榜上有名的"学情"对学习效果的影响,究竟是否经过了科学论证?通过论证的学情,又是否有相应的教学策略以弥补其造成的学业差异?本文试图回答这两个问题,并提出新的学情准入标准。The article reviewed discussions on the concept of students＇ conditions in relevant literature of students＇ conditions analysis in the late decade, finding that their primary goal was to list the content of students＇ conditions as comprehensively as possible. However, had the effect of so called students＇ conditions on learning outcome been verified by scientific experiments？ To the verified students＇ conditions, were there effective teaching methods to do remediation？ This article answered the two questions, and forecast the future trends of students＇ conditions analysis based on the new entry criteria of students＇ conditions.

关 键 词：学情 学情分析 概念研究 

分 类 号：G424[文化科学—课程与教学论]