1. Students’ learning style.
Learning style refers to a holistic, long-lasting, and personalized way of cognition and problem-solving that learners display in their learning. It is the way learners use to absorb, process, and A way to store new information and master new skills. Due to differences in social factors, cultural factors, learning environments, family backgrounds, etc., different learners also have different learning styles.
Based on the differences in learners’ cognitive styles, learning styles can be divided into: analytic learning style (analytic learning style), comprehensive learning style (global learning style), and reflective learning style (reflective learning style). ) and impulsive learning style (impulsive learning style), field-dependent learning style (field-dependent learning style) and field-independent learning style (field-independent learning style).
Among the many factors that affect student learning and development, the most important is student participation, that is, the time and energy students invest in the learning process. To ensure students' participation, teaching activities must conform to students' cognitive styles and adopt activities that students like. Only when teaching activities adapt to students' learning styles can students participate to the greatest extent and promote student learning. Our survey found that the impact factor of learning style on learning effectiveness is as high as 0.93.
There are differences in the learning styles of learners, especially Chinese students. Since our country’s educational tradition emphasizes unity, students often constantly adjust their learning styles to adapt to unified teaching, resulting in more complex learning patterns for these students. style.
Differences in learning styles are a huge difficulty in class teaching. How to design learning activities and learning processes suitable for students with different learning styles is very critical. Therefore, the learning plan must have learning activities and learning processes that adapt to the different learning styles of students in this class. In other words, designing a learning program must design different learning activities suitable for students with different learning styles, and may also require different learning processes.
2. Students’ starting level.
The design of the learning plan must analyze the students’ starting level, that is, the students’ existing knowledge, abilities, qualities, etc. before learning new learning content, and then focus on analyzing the relationship between the students’ starting level and the expected goals. gaps, so as to formulate learning plans and design learning activities.
There are differences in the starting levels of students in a class, and their learning goals are of course different (they cannot achieve the same goals at the same time) and require different learning activities. In other words, different learning activities are designed for different learning starting points so that students can construct their own learning plans.
3. Students’ interest in learning.
Educators have said since ancient times: Interest is the best teacher. Obviously, we should design teaching activities based on students' interests.
4. Students’ learning goals.
Learning objectives are the learning results that learners are expected to achieve within a specified time. Learning objectives are the basis for learning requirements, learning content, learning activities, and learning processes.
The correct learning goals should include forming a proactive learning attitude, emphasizing the cultivation of abilities and values ????with knowledge learning as the carrier, so that the process of acquiring basic knowledge and basic skills becomes the process of learning to learn and forming correct values. process, pay attention to students' learning interests and experiences, select the basic knowledge and skills necessary for lifelong learning, advocate active participation, willingness to explore, and diligence, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and Problem-solving skills and the ability to communicate and collaborate.
Take the simplest learning of the English alphabet as an example. The correct learning goal should not only be to learn the order of the alphabet, but also include: being able to understand the role of the alphabet order and being able to use the help of the alphabetical order. Learn English vocabulary, spelling, etc. by yourself, and be able to use the sequence of the alphabet to sort the names of classmates alphabetically.