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新课程改革要求以学生为本展开高中生物课堂教学,这就要求教师对学生的学情加以分析研究。只有在了解学生的基础上,进行科学、全面的学情分析,才能确定教学的重、难点和教学方法,做好引领工作,辅助学生积极学习。学情分析是指学生情感、需要、能力、知识、方法等方面的情况。我国学者对学情分析的内容进行了归类,主要从知识储备、能力水平、情感态度价值观和班级整体个性四个方面进行了分析。在课前、课中以及课后三个时间段分别展开,这对教师按照学生需要设计教学,根据学生掌握情况实时监控教学,依据学生反馈情况和对课堂教学双边活动的反思实现对未来教学工作的指导具有十分重要的作用。
The new curriculum reform requires students to start high school biology classroom teaching, which requires teachers to analyze the students’ learning situation. Only by understanding the students and conducting a scientific and comprehensive analysis of the situation can we determine the teaching weight and difficulty and the teaching methods so as to lead the work and help the students to actively study. Academic analysis refers to the situation of students’ emotions, needs, abilities, knowledge, methods and so on. The scholars in our country classify the content of academic analysis, mainly from four aspects: knowledge reserve, ability level, emotional attitude value and overall class personality. In the pre-class, class and after-school three time periods were launched, which teachers in accordance with the needs of students design teaching, real-time monitoring of teaching under the control of students, based on student feedback and reflection on the activities of classroom teaching to achieve future teaching The guidance has a very important role.