Introduction: Post-study situation analysis refers to the analysis of effective information obtained by teachers after classroom teaching, after-class investigation and homework feedback. In the implementation of classroom teaching, ideological and political teachers dynamically observe the concerns and excitement of students' learning, and promote learning accordingly. Fund Project: Jiangsu University Philosophy and Social Science Research Fund Guidance Project? Based on what? Academic situation analysis? Based on? Research on improving the quality of ideological and political theory courses in colleges and universities based on? (No.:2015JD785), Moderator: Li Jianmei; Excellent resources of Taizhou Vocational and Technical College * * * enjoys the course project (No.:1121714452), and the person in charge is Li Jianmei.
Academic situation analysis is a judgment analysis based on students' comprehensive situation in the process of education, which includes not only a comprehensive analysis of students from multiple perspectives as a whole, but also an analysis of individual differences of students one by one. It includes a two-way process from outside to inside and from inside to outside. From the outside to the inside, by observing the influence of family environment and social school education, we can see through students' daily life and learning activities and understand their internal characteristics such as knowledge acquisition, emotional value and personality development. From the inside out, it is a process of analyzing and thinking about the educational model, exploring the educational methods suitable for their individual differences, and analyzing and evaluating the educational effect, that is, judging the students' acquisition content and feelings. As a very important starting point of education and teaching, what is its purpose? Learning as teaching? , through the right as? People? Through the analysis of students' psychological, physiological and social comprehensive factors, we can find out the important factors that affect students' curriculum learning, provide the basis and pertinence for teachers to guide and guide students' learning, and promote students' better learning.
The ideological and political theory course in higher vocational colleges bears an important mission in the higher vocational education system. However, while paying attention to the actual effect of the course, the actual evaluation of the ideological and political course has encountered some difficulties. Students' confusion about the reliability and validity of this course is worth pondering by ideological and political theory teachers. The reason is that while fully understanding the importance of ideological and political course, teachers should pay more attention to the analysis of learning situation, accurately and profoundly grasp the particularity of ideological and political course and the characteristics of higher vocational colleges, highlight the understanding of higher vocational students, respect their uniqueness, and effectively combine the characteristics of ideological and political course with the characteristics of higher vocational students. Student? Understanding, but also to strengthen the grasp of ideological and political courses in higher vocational colleges, so as to greatly improve the recognition, reliability and validity of ideological and political courses for higher vocational college students.
First, the ideological and political theory course in higher vocational colleges? Academic situation analysis? The particularity of
Ideological and political courses in higher vocational colleges emphasize ideological guidance and practical guidance. The ideological and political course in higher vocational colleges requires higher vocational students to master the basic knowledge of ideological and political theory, connect with students' rich spiritual world and complicated social life, learn the methods and thinking strategies of finding, analyzing and solving problems based on students' own cognitive structure, guide students to face the complicated world, and provide unique paths and different perspectives for solving puzzles, evaluating real life, answering the meaning of life, planning and choosing future life and realizing personal pursuit. In the process of strengthening self-awareness education, we can provide a unique experience only in the study of ideological and political theory courses, and finally form students' thinking mode and behavior paradigm to solve problems correctly, so as to integrate students into society and complete? Social man? This transformation provides a unique curriculum value.
It is a long-term transformation process for ideological and political courses in higher vocational colleges to promote people's growth, because the methods and abilities to correctly solve the confusion and confusion at the level of ideology and values are subtle and long-term. Compared with professional courses in higher vocational colleges, the influence of ideological and political courses on students can not be directly presented immediately, and students can not feel the guiding significance of correct ideas and scientific methods in ideological and political courses to personal life and success in a short time, and it is easy to ignore the subtle role of courses. It is easy to mistake the ideological and political course for being useless, which affects students' attention to it and leads to the phenomenon of ignoring its importance, which is more common in higher vocational colleges.
The study of ideological and political courses in higher vocational colleges is restricted and influenced by the curriculum. The educational system of higher vocational colleges is generally three years, which makes the teaching of ideological and political courses in higher vocational colleges restricted in two aspects. First, the course covers students for a short time. Higher vocational students mainly study ideological and political theory in the first year of college, and undergraduate students arrange two-year study time. Second, the course covers less content. Generally, there are two courses of ideological and political theory in higher vocational colleges, plus the course of situation and policy with few hours, while there are four courses of ideological and political theory in undergraduate courses. The influence of curriculum on students is limited by time and content, so teachers can't communicate effectively with students for a long time and share their values.
Higher vocational colleges pay more attention to skill training than theoretical knowledge learning. Many people think that the theory of higher vocational students only needs to be moderate and sufficient, and the learning of relevant theoretical knowledge is completely determined by the limited knowledge demand, and students' learning activities can focus on the cultivation of skills. This view of emphasizing practice over theory, even separating theory from skills, has been highly recognized by some experts and teachers in higher vocational colleges in the past. Under the severe employment situation, higher vocational students? Utility? Treating each course differently directly affects the enthusiasm of higher vocational students to learn political theory. For the theoretical ideological and political course, due to the influence of social science and humanistic foundation, learning ability and learning initiative of higher vocational students, their learning interest and acceptance are lower.
Ideological and political course is an urgent need for higher vocational students to learn to be human and judge the value of doing things. The training goal of high-skilled talents is generally implemented in most higher vocational colleges? 2+ 1? In the talent training mode, students study at school in the first two years and practice in enterprises in the third year, in fact, higher vocational students study at school for only two short years. After leaving the campus life carefully set mainly according to the social needs and educational laws, and entering the natural workplace and society which is completely designed by oneself and has complicated distribution of benefits, can you adapt to and integrate into the society smoothly, make a correct value judgment, choose people and things optimistically and wisely, and find your own life coordinates in the personal and social coordinate system. It is especially urgent for higher vocational students who only study and live on campus for two years instead of four or even longer. It is their most real and urgent development need to have correct methods and thinking strategies to deal with life and work, and ideological and political courses can improve their mental level.
Second, the principles of learning situation analysis of ideological and political theory courses in higher vocational colleges
In order to correctly analyze the learning situation of ideological and political courses in higher vocational colleges, obtain more objective results and give full play to the role of learning situation analysis in ideological and political courses, the analysis of learning situation in higher vocational colleges should adhere to some basic principles.
(1) Guiding principles
The purpose of analyzing the learning situation of ideological and political course in higher vocational colleges is to understand the actual situation of higher vocational students, and to carry out targeted ideological and political course teaching and education from the actual needs conducive to students' individual development, so as to improve the overall effect of students' education and play an effective guiding role in the development of students' thoughts and values. Through the analysis of learning situation, ideological and political teachers can further enhance students' subjective consciousness, take practical measures, effectively play students' subjective role, and become guides and promoters of students' lives. According to the requirements of modern society for students' knowledge, ability and morality, the content of learning situation analysis should be determined, and students should be guided to attach importance to the indispensable role of knowledge, ability and values as an overall quality. Therefore, the guiding principles of ideological and political course analysis in higher vocational colleges should be grasped from the following aspects: first, grasp the educational objectives and strategies of ideological and political course, improve the information of ideological and political education that higher vocational students want students to recognize and absorb, and then form a correct value judgment through assimilation and construction of knowledge; Second, pay attention to the overall improvement of students' quality, especially the improvement of ideological and moral quality. American scholar Laue said: education is nothing more than what remains after everything you have learned is forgotten. ? This thing is quality, including ideology, culture, body and mind, and ideological and moral quality is the basis of quality; The third is to grasp the students' dominant position and personalized development direction. Learning situation analysis should capture the desire and interest of higher vocational students, understand the confusion of students' thoughts and values, touch the minds and hearts of prospective students, truly teach students in accordance with their aptitude, practice their dominant position and promote their personalized development. (B) the principle of comprehensiveness
The principle of comprehensiveness requires that when constructing the analysis system of learning situation, we should pay attention to the relationship between the subjectivity of learning and the learning object as much as possible, and make it clear. Who learned that? And then what? Why study? On the basis of analyzing the actual needs of the educational objectives and contents of ideological and political courses, we should comprehensively and accurately examine the actual situation of higher vocational students and reflect the overall situation of students from multiple dimensions, which requires that the scope of analysis should be as wide as possible. The theory and practice of modern education prove that students can't be judged simply by good or bad, but by comparing the differences between students, so as to treat students more rationally and comprehensively. ? Care? Can't objectively reflect the situation of higher vocational students? Only skills? The disadvantages have been fully exposed. Modern society has a more reasonable and scientific function for higher vocational education to serve the society, and it doesn't want higher vocational students to become social professionals? Robots? , but with good ideological and moral quality, healthy physical and mental quality and professional quality [1], which needs to analyze the learning situation of ideological and political teachers to answer? Who learned that? As far as possible, on the basis of broadening our horizons, we should have a deeper and more comprehensive understanding of higher vocational students and identify the training objectives of higher vocational students and ideological and political courses. Distance? .
Personality principle
The teaching effect of ideological and political courses in higher vocational colleges is not satisfactory. One of the important reasons is that the teaching of ideological and political courses is generally taught in large classes of all majors in the whole school, and students' cognitive structure, occupational character and style are very different, which brings great difficulty to the targeted teaching of ideological and political courses in higher vocational colleges. The essence of learning situation analysis is to carry out targeted and effective education according to the characteristics of different students through personalized analysis. The formation of human personality is the result of the interaction among family, school and society. The influence of family, school and society on the adult process and success process of individual life has created the existence of every independent and special individual. With different personality, temper and temperament, each student's knowledge reserve, learning tendency, thinking reaction, learning interest and individual psychological characteristics are also different. These personality differences have a great influence on the teaching of ideological and political teachers in higher vocational colleges. Whether students' knowledge needs and emotional cravings can be met, in addition to following the general law of higher vocational students' psychological and behavioral development, the principle of personalization has more important practical significance. In the analysis of individualized differences in ideological and political courses in higher vocational colleges, we should be good at integrating the requirements of professional background, professional skills, professional feelings and professional quality.
(D) the principle of hierarchy
The principle of hierarchy is to present students' learning situation at different stages respectively. Learning situation analysis is divided into different stages and levels according to a certain structure. These stages and levels are organically combined and interrelated, forming a learning situation analysis system with distinct levels, complete elements and different emphases, so as to achieve scientific learning situation analysis results [2]. There are three main stages in the hierarchy principle: the first one is? Before the checkpoint? , for students? Before? To understand and master the situation, the focus is on the analysis of students' past background, mainly to understand students' overall views on ideological and political courses, such as learning style, learning content, learning objectives, learning interests and attitudes, so as to grasp the relatively stable understanding formed by students' previous observation, thinking and experience of ideological and political courses. What's next? What is the current level? , for students? Now? Observation and summary of the situation. Accurately grasp the starting point of higher vocational students' knowledge and experience, understand students' basic knowledge reserves, and observe the actual situation of ideological and political course teaching process and students' learning process, which mainly includes students' emotional identification, knowledge application and ability improvement. Ideological and political courses in higher vocational colleges should pay special attention to students' emotional touch and value recognition. Finally? Potential level? Through students' participation in class, we can judge students' situation, estimate their possible development and stimulate their own potential ability.
(5) the principle of feasibility
Feasibility principle means that the process of learning situation analysis must be practical, which can not only meet the needs of learning situation analysis, but also get students' positive response, support and understanding. This is the driving force for the smooth progress of the study situation analysis and the guarantee for the authenticity of the study situation analysis.
Ideological and political courses in higher vocational colleges have a subtle influence on students, which is a long-term process. There is no specific measurable standard for the teaching of specialized courses in higher vocational colleges, which is aimed at all professional students. Therefore, the analysis of learning situation is more complicated. First of all, it is necessary to make a scientific and detailed decomposition of the content of academic situation analysis. Ideological and political teachers can analyze from the aspects of physical and mental quality, moral quality, cultural and scientific quality and general professional quality. Secondly, it analyzes the comprehensive situation of students' three States, namely? Before? Status,? Now? Status and? Potential? The development of the country; Thirdly, distinguish between testable explicit content and unpredictable implicit content. For example, the knowledge mastery analysis of ideological and political course is easy to implement and belongs to the explicit content that can be tested, while the analysis of students' emotional identity and values is the implicit analysis content that is difficult to implement and it is difficult to understand the real situation, so that the implicit content can be made explicit and the learning situation can be analyzed. Testability? It should be a difficult point in the analysis of academic situation.
Third, the analysis of the elements of the learning situation of ideological and political theory courses in higher vocational colleges
Analyze family, school and social factors.
Family, school and society have different influences on people's life. What influence does family have on the cultivation of people's ability and comprehensive quality? Lay the foundation stone? Significance and direct role, family members' experience, knowledge, ability, value orientation and other educational resources are unique and rich, and some even have lifelong influence. School is a professional and systematic educational organization, a basic position for students to learn knowledge and cultivate their abilities, and a special place for students to form their self-awareness and values. Society is the decisive factor that affects people's growth and development. Living teaching materials in society influence people's knowledge, feelings, intentions, beliefs and actions, and change people's way of thinking and style of doing things. Ideological and political teachers in higher vocational colleges should fully consider the multi-dimensional, multi-level and all-round positive and negative influences of family, school and society on students. Through the analysis of the learning situation, we should pay attention to the great influence that family and social influence may have on the teaching effect of ideological and political courses. Ideological and political teachers should answer the hot, difficult and doubtful points of society with credible facts to convince students.
(B) students' knowledge, ability and values.
Ausubel believes that among the various factors that affect students' learning, the primary factor is his knowledge reserve, studying and understanding the degree of knowledge reserve related to new knowledge learning, rationally designing teaching and realizing effective learning [3]. The study of ideological and political courses in higher vocational colleges can promote the formation of people's good feelings, attitudes and values, and focus on the long-term promotion and development of higher vocational students, which also requires the imparting of knowledge. Therefore, the analysis of learning situation can not ignore the analysis of its knowledge reserve. Knowledge is the foundation of ability. Without it? Knowledge? ,? Emotion? And then what? Ideas? Will be unable to move because of lack of raw materials, and the improvement of ability is passive water; Knowledge is also the basis of values, and the construction of values depends on the understanding of the objective world. Knowledge? Values become the end without foundation [4]. Therefore, it is one-sided to focus only on students' cognition in the analysis of academic situation. In practice, it is found that the same knowledge content has different effects when you meet different students. With the understanding of students' pre-knowledge, teachers of ideological and political courses in higher vocational colleges should fully realize the important role of students' emotions, attitudes and values in course learning and quality training, and analyze students' learning situation should combine students' knowledge, ability and values. The analysis of emotion and values of ideological and political courses in higher vocational colleges should reflect the demands of majors and occupations, because every higher vocational student should be psychologically prepared and build values when entering the workplace, which is an internal factor that restricts or promotes the lifelong growth and development of higher vocational students. (C) * * * Gender analysis and emphasis on the integration of personality
People are always in a specific era and social background. The multidirectional interaction between people forms a unified whole, and the relationship with the surrounding world is established in various ways. The external social environment interacts with this whole. As a social group, higher vocational students can't live without society, and their way of thinking, behavior and lifestyle have distinct characteristics. Looking for the law of students' growth from the pulse of the times and social development, and then exploring and studying the law of contemporary higher vocational students' education, this is the significance of adhering to the * * * analysis in the analysis of higher vocational colleges' academic situation.
Adhere to the * * * analysis, we can't ignore the personality analysis of higher vocational students. The regularity of education comes from the universality of personality. This is an era of respecting, advocating and displaying individuality. As far as ideological and political education in higher vocational colleges is concerned, put aside differences? And then what? Seeking common ground? Compare the two, in a sense? Put aside differences? Education is more conducive to the development of higher vocational students, embodies the curriculum value of ideological and political theory courses, and represents the development direction of education now and in the future. Put aside differences? The basis of education is to master the individual differences of higher vocational students.
In the ideological and political teaching in higher vocational colleges, it is an important ability of ideological and political educators to attach importance to personality analysis and be as detailed and specific as possible, which is a challenge for ideological and political teachers in higher vocational colleges with more class hours, more lecturers, complex professional background and high teaching content, but it is the professional requirement of ideological and political teachers in higher vocational colleges. In fact, in personality analysis, when looking for differences, the side of * * * will be revealed. Personality embodies * * * and * * contains personality. Therefore, in the basic analysis of universality, the analysis of * * * understands the unique differences, and the intersection of these unique differences is the analysis of learning situations.
Fourth, the path of learning situation analysis of ideological and political theory courses in higher vocational colleges
Academic situation analysis can not become a complete system without the organic combination of three stages.
(A) pre-school learning analysis
Teachers of ideological and political courses should analyze and master the overall situation and individual characteristics of higher vocational students before implementing classroom teaching, including life experience, cognitive maturity, knowledge reserve, ability foundation, emotional attitude and so on. Before students enter the classroom, each student, as an organic subject, has formed a certain cognitive structure and knowledge experience in the study and practice of basic education. They take the original knowledge and experience as the growing point, form their own psychology and learning style, and make inferences and judgments by using the newly bred knowledge and experience. The essence of education is generative and developmental, while students are? What are the important components and generators of teaching resources? [5]。
The analysis of students' pre-school learning directly affects the teaching design of a course and a course for ideological and political teachers in higher vocational colleges. What should I teach? And then what? How to teach? According to the current psychological development level of higher vocational students, ideological and political teachers in higher vocational colleges find out the recent development area of learning new content, preset possible learning state and effect, select teaching content and deal with teaching design, and design according to the order of students' experience and acceptance. Make students' knowledge and experience connect before and after, thus producing positive learning transfer? [6]。
(B) analysis of school time learning.
In the implementation of classroom teaching, ideological and political teachers dynamically observe the concerns and excitement of students' learning and promote learning accordingly [7]. Compared with the static characteristics of pre-school learning situation analysis, this process is dynamic, instantaneous and irregular, which sometimes makes ideological and political teachers more difficult to control and at a loss. Grasping the students' learning situation in the classroom is the focus of the analysis of learning situation, and it is also the difficulty in the implementation of the analysis of learning situation. Because the students in higher vocational colleges have low overall investment in ideological and political courses, it is more difficult to grasp the learning situation of ideological and political courses in higher vocational colleges. Solve the ideological and political course in higher vocational education? Analysis of class hours and academic situation? This difficulty is based on the premise that the ideological and political teacher is right? Classroom? Understand, if the classroom is just? The teacher taught? Teaching textbooks or implementing teaching plans, no? Students study? Teaching without learning is the key to ensure the smooth analysis of learning situation in class hours, and giving full play to students' dominant position.
Classroom should be an interactive process between teachers and students of ideological and political courses through knowledge and emotional dialogue, thinking and ideological exchange, and constantly add or delete teaching contents according to students' timely situation to adapt to students' understanding and learning construction. When we realize this, the analysis of learning situation will be solved. Ideological and political teachers only need to pay attention to control and master several important points in each class, such as the intersection of classroom interaction, the intersection of teachers and students' thinking, and the breakthrough point of classroom discussion. These points constitute the focus of the analysis of the learning situation in each class, and the mastery of the focus is also the analysis and judgment of various data in the students' learning activities that the ideological and political teachers need in each class. Emphasis includes students' various state responses in class, mainly including participation state and emotional state, such as enthusiasm for discussion and exchange, expression and way of classroom learning, satisfaction with the results of learning, etc. These are clues and evidence for ideological and political teachers in higher vocational colleges to explore students' classroom learning.
(C) Analysis of after-school learning
After-class learning analysis refers to the analysis of the effective information obtained by teachers' teaching reflection, after-class investigation and homework feedback after classroom teaching. Teachers analyze the degree to which students reach the teaching objectives, analyze the reasons of different degrees, find shortcomings for improvement, find problems for correction, investigate the value of new knowledge learning to students, sum up the gap between teaching presupposition and teaching practice, readjust teaching objectives and teaching methods, lay the foundation for subsequent teaching activities, and accumulate necessary learning information for determining the starting point of students' re-learning.
Teaching reflection refers to the teacher's review, examination and analysis of the teaching behavior after the classroom teaching, so as to continuously improve and innovate the teaching activities, thus enhancing the rationality and pertinence of classroom teaching, and also further analyzing the learning situation. After-school surveys include direct surveys and tools for direct communication between teachers and students or indirect surveys conducted by third parties, such as students' evaluation of teaching. After-class investigation of ideological and political courses in higher vocational colleges should combine the theory of multiple intelligences, respect individual differences, and set some specific situations for students to make behavior choices according to the particularity of internalizing ideological quality into curriculum value in ideological and political courses, so as to obtain comprehensive academic information. Extracurricular homework is an important way to feedback students' learning situation, and the extracurricular homework of ideological and political courses in higher vocational colleges should be less but more precise. Combining the subject content, reasonably and scientifically designing the extracurricular homework close to the students and social reality is the premise to truly reflect the students' learning situation.
Because of the differences in educational subjects and teaching contents, the principles followed in the analysis of learning situation are different, and because of the differences in professional abilities of ideological and political teachers, the contents and methods are also different, each with its own characteristics. With the guidance of advanced education theory, the continuous accumulation of teaching practice experience, the enhancement of awareness and ability of learning situation analysis, the learning situation analysis of ideological and political courses in higher vocational colleges will be more targeted, comprehensive and effective. As far as the starting point of the analysis of the learning situation of ideological and political teachers in higher vocational colleges is concerned, is it for implementation? Hierarchical requirements, respect for differences, teaching with learning, and teaching with learning? Pay attention to students, regard students as generative teaching resources, constantly adjust the relationship between teachers and students, and teach students according to their studies, so that ideological and political teaching can lead the way and focus on key points, and realize effective classroom teaching based on students.
;