精准针对学生差异的学情分析研究  

How to Analyze the Learning Situation Based on Students' Difference

作　　者：徐梦杰[1] 曹培英[1] 

机构地区：[1]上海市静安区教育学院,上海200040

出　　处：《课程．教材．教法》2016年第6期62-67,共6页Curriculum，Teaching Material and Method

基　　金：全国教育科学"十二五"规划教育部重点课题"走向个性化:发达城区教育内涵提升的实证研究"(DHA120231);上海市教育科学重点课题"走向个性化:发达城区教育均衡发展的新探索"(A1217)

摘　　要：学情分析存在理论与实践的断层。教师根据学生的实际水平,结合自身经验并采取适当的方法,对学生进行学情分析,能避免经验主义的教学设计及以教材为中心的教学实施。大量一线教师的行动研究显示,"四知(已知、未知、能知、想知)""三维目标"及"综合分析"框架是教师开展学情分析的有效模式,有助于教师精准关注学生的差异,增加学生学习的自主性,并能在课堂教学中培养学生的高阶思维。There has always been a gap between the theory and practice in the field of learning situation analysis. If teachers are able to use appropriate research methods and carry out the analysis of the learning situation based on their own experience, the real level of the students can be revealed, any instructional design and teaching practice focusing only on teachers and teaching materials can be avoided. A large number of action research results show that such frameworks as ＂four-aspect knows＂ （what students already know, what students haven＇ t known, what students are able to know, and what students want to know）, ＂three-dimension targets＂ and ＂comprehensive analysis＂, are the effective models to analyze student＇ s learning situation, which will help teachers pay more attention to students＇ differences, improve students＇ learning autonomy, and cultivate students＇ higher-order thinking skills in class.

关 键 词：个性化教育 学情分析 教学设计 

分 类 号：G42[文化科学—课程与教学论]