学情分析高一英语

篇一:《英语学情分析》

学生英语学习情况分析

在我校高中阶段，英语学习是不少学生的薄弱点，在高中各学科中，英语学习的困难居其他学科之首（尤其对男生），导致很多学生对英语学习失去了兴趣，甚至放弃了对英语的学习。高二（1）除少数同学积极性较高外，如xxx,xxx,xxx等。相当一部分同学比较被动如xxx,xxx,xxx，或非常被动如xxx,xxx,xxx等。他们的主要表现在下面几个方面：

1．学习英语的目的不明

大多数人把学习英语看作是 “为了高考”是“被迫无奈”，而没有当作是多掌握了一样人生的工具。因此，不少学生缺乏学习动力，无法将强烈的学习愿望变成强大的学习内驱力，有效地推动自己的英语学习。事实表明，目的明确的学生英语学习水平较高，而缺乏明确目的的学生，水平较低。教师应该试图提升中学生的学习动机，从而提高中学生的英语学习水平。

2. 缺乏积极的学习态度和毅力

不少学生对英语学习的努力程度不够。他们有学好英语的愿望，但缺乏学习的毅力，没有长期努力的思想准备。他们不愿在英语学习上多花时间与精力，遇到困难很容易产生疲劳感，甚至厌烦感。积极的学习态度会促进英语水平的提高，而消极的态度会抑制进步。他们的学习态度主要是建立在兴趣之上的。因此，教师应尽可能呼唤起他们的积极态度，提升学习效果。要避免一人讲课、众人听课的局面，多一些互动，吸引学生参与课堂教学。教师要精神饱满地上课，因为你的态度会直接影响学生的行为。尽量让课堂充满生气，提高学生自主学习的能力。

3. 缺乏对英语的兴趣和信心

对英语的兴趣“一般”或“不大”的人数较多。兴趣是推动学习的重要力量。人们对有兴趣的东西往往表现出极大的积极性。如果学生对英语学习有兴趣，就会产生学习动力。不少学生对学好英语不抱任何希望。自信心是一种强大的内部动力，能激励人积极行动，追求一定的目标，坚持不懈地去实现自认为可达到的成就。学生自信心越强，就越易学好英语，学习进步越大，学习的自信心就越足。自信心强的学生英语学习水平较高，而缺乏自信心的学生，由于害怕出错，得到的操练机会少，语言能力提高就不明显。因此提高自信心对提高英语学习水平非常重要。中学生自己应该树立自信是一方面，同时教师也要积极设法帮助中学生树立自信。在提问时，教师应当对英语学习水平较低的学生提供一些帮助，如问题简单些，或给予适当的提示。当学生答对问题时，应该给予表扬，让他产生一种满足感，以增加学生自信心。其次，对缺乏自信心的学生要多赞扬，少批评。赞扬的话语会提高对方的自信心，为学习带来动力。以宽容的态度对待学生，面对缺乏自信的学生，要积极鼓励，耐心指导。此外，要善于发现学生的优点，从对方的优点出发，帮助建立自信心。

4. 缺乏最基本的学习方法

语言学习的最大特点是输出的能力是由输入量的大小来决定的。也就是说，读得多听得多言语能力就会越强。学习本族语，你不找它，它也会找你。但学习英语你不找它，它永远不会找你。因此，对于我们学生，最急需做的是让他们持续不懈地多读多听。

篇二:《高一英语学情分析》

高一英语学情分析

通榆蒙中 张晓宇 2016.05.20

2016年5月23日，我校进行了全校范围的2015-2016学年度下学期期中考试。基于本次考试的检验结果和这学期以来学生学习的具体情况，总结如下：

这次考试试题难度适中，符合我校学生现有知识和认知水平，考试成绩基本体现学生真实学习情况。试卷满分120分，年组最高分105分，最低分不足30分，平均分为51分，学生两极分化较明显。

分析原因，给出整改措施：

1. 知识基础薄弱：零星知识多反复，及时巩固练习; 系统知识面向全体，零起点讲授；知识分层次，要求有梯度。

2. 学习不主动：课上小组合作，扩大参与；课下留预习、巩固作业，课前检查；假期作业及时上交、批改，严格要求。

3. 学习状态不稳定，阶段性波动：课上多关注，多提问，课后针对性单独谈话，了解情况，力所能及给予正确引导和帮助。

4. 学习不够刻苦，惰性强；信心不足，困难和压力面前易退缩:① 知识归纳详细，结构清晰，层次分明，精益求精。力求做到最易懂、最典型、最精炼，并印成规范单页纸下发，以备随时复习、查阅。用自身努力助学生事半功倍。② 重理解、轻记忆；重思维与技能养成、轻大量信息涌入式记忆；力争最大程度提高技能，促一劳永逸，减轻学习压力。③给

学生成长和进步的时间与空间， 不急于求成，让学生在轻松、愉悦的氛围里学习，不知不觉中获得知识与技能的积累。

我始终坚信，好教育是润物无声+春风化雨。好教师是不动声色+潜移默化。

篇三:《高一学情分析》

高一（4）班学情分析及措施

1.进入高中，学生们并不重视英语学习。部分同学认真听讲，做课堂笔记；大部分同学对英语丧失兴趣。

2．学生们对自己的英语学习情况没有整体的把握，不知道自己的欠缺所在。大部分学生的语法知识最为欠缺，而且单词用法掌握不牢。要更加注重在这方面的讲解，并注重讲解的方法，提高教学质量。

3.学生们有弥补自己不足的上进心，但缺乏适当的引导。可适当进行学习方法的传授。

高一（5）班学情分析及措施

1.学生绝大部分没有清楚认识到高一英语学习的重要性。

学生对英语学习的兴趣普遍不浓，对自身英语水平的提高完全没有要求。基于这些原因，他们在课堂上的表现被动，难以融入课堂学习氛围之中，容易走神。

2.学习方法不适合自己。

学生忽略了英语知识的相通性，只是单纯地模仿学习，不愿做习题。学生应该通过多读多听多写来培养语感，逐步攻破语法。

3.学习英语不够坚持。

大多数同学甚至不想学好英语，想学的却难以坚持下来。主要原因就是缺乏意志力。

4.学生缺乏思考的主动性。

学生习惯于被动式的教学模式，过分依赖教师的安排进行学习，往往不知做什么。所以培养学生主动思维，主动学习是非常重要的。应该让学生成为知识的探索者，主动去寻找自己的不足，不断充实自己的知识库。

篇四:《高一英语教学案例分析》

高一英语教学案例分析

教学年级：高一年级

课题名称：Travel journal —– Journey Down the Mekong

教材版本：人教版高中英语必修一

授课时间：40分钟

一．学情分析

教学对象为高一新生，进入高一还不到一个月。全班大部分学生的英语基础 知识和基本技能较弱，对英语学习没有太大的兴趣。因此，在英语课堂上学生会出现因不自信而不敢张嘴的情况。根据这一情况，我在课件中加入了漂亮的风景图片来引起学生的学习兴趣，设计了比较简单的阅读后的问题来帮学生增加学习英语的自信心。

二．教材分析

这一课是本单元的第一篇课文，是一篇游记的第一部分，主要讲的是主人公 的梦想与计划。通过对本篇课文的学习，学生可以对湄公河有一定的了解、对旅游产生兴趣，并且学会如何制定旅游计划。根据教学班级的学情，我在课前已经领着学生识记过新单词了。在备课时，我发现课本上的warming-up 会花费较长的时间，于是我没有采用，而是自己设计了另一种导入（用图片直接导入第三段）。

三．教学目标

Language aims:

1. To learn some useful words and expressions.

2. To learn some information about the Mekong River.

Ability aims:

1. To grasp some useful reading stills, such as scanning, skimming and summarizing.

2. To learn how to make a plan for the trip.

Emotional aims:

1. To stimulate students’ interest in travelling.

2. To stimulate students’ love for nature by getting them to know the greatness of a river.

3. To develop students’ team-work spirit.

四．教学重点、难点

Teaching important points

1. To learn some useful words and expressions .

2. To learn different reading skills.

3. To learn how to make a plan for the trip.

Teaching difficult points

To learn different reading skills.

五．教法

Task-based method

Discussion

Cooperative learning methods

六．教学辅助手段

Multimedia and other normal teaching tools.

七．教学过程设计

Step 1. Lead-in

1. Show some beautiful pictures and have students enjoy the beautiful scenery along the Mekong River.

2. Questions: 1> Do you like the beautiful scenery?

2> Where do you think we can see the beautiful scenery?

Step 2. Fast reading

1. Ask students to read the title of the passage and read the paragraph 3 and fill in the blanks. Then, check the answers and have students enjoy the pictures again. Now, students know that if they travel along the Mekong River, they can enjoy the beautiful scenery.

2. Teacher: Mekong River is the longest river in Southeast Asia, in China , it’s ’does the Mekong River flow through?

3. Ask students to look at the map and list the countries that the Mekong River flows through.

Step 3. Careful reading

1. Ask students to read the paragraph 1-2 and answer the questions:

1> Who will travel in the text?

2> How are they getting there?{学情分析高一英语}.

3> Where are they going?

4> What did Wang Wei prepare for the trip?

5> What didn’t she prepare for the trip?

2. Check the answers.

3. According to the questions, they can draw a conclusion: If we want to have a trip, we should think about people, destination, transportation, preparation.

Step 4. Discussing and speaking

Ask students to discuss with their partners about the characteristics of Wang Wei and Wang Kun.

Wang Wei: stubborn; determined; would not change her mind; adventurous Wang Kun: careful; well-organized

According to the discussion, they can draw a conclusion: If we want to have a trip, we need the people with different characteristics.

Step 5. Summary

According to fives questions and discussion, they can summarize how to make a plan for a trip.

Step 6. Homework:

Make a plan for the trip. ( the present continuous tense)

1. Where are you going to?

2. How are you going to…?

3. When are you leaving?

4. What are you going to take with you?

5. Where are you staying?

6. How long are you staying in…?

7. When are you coming back?

八．教学反思

这是本单元的第一篇reading，我在设计的时候进行了新的尝试。通过湄公河的风景图片直接导入第三段，带着学生通过快速阅读并填空了解了湄公河沿岸的美景，同时通过多媒体课件中展示的图片让学生有了直观的感受，让学生有了想去旅游的冲动。接着，我通过五个问题和一个讨论让学生在精读课文回答问题和讨论分析后总结出做旅行计划所要考虑的问题。最后，布置了家庭作业：制定一个旅行计划，并要求用现在进行时表将来的形式完成，又引出了本单元的语法。

但在教学的实际过程中出现了一些问题：1. 学生还不太适应全英课堂；2. 个人口语水平有限，不能很好地引导学生；3. 每一个环节的过渡不够自然；4. 精读部分练习设计的太少，学生并没有完全了解课文的内容。

在以后的教学中要注意的是，在尝试新想法的同时不能丢了最根本的一些教学方法。

篇五:《高一学情分析1》

高一年级下学期学情分析英语试卷(1) I.Listening:

1.What telephone number did the man want to call?

A.6668922. B.6669822. C.6668292.

2.Whose house is the biggest?

A.Tom‟s. B.Ann‟s. C.Bob‟s.

3.When had they better hand in their homework?

A.On Friday. B.On Wednesday. C.Next Monday.

4.What does the woman mean?

A.She wants the man to help her. B.She doesn‟t want to trouble the man again.

C.She will remember the man‟s help.

5.Where is the woman going?

A.To the 21st Road. B.To the New Apartments. C.To the Park Apartments.

6.What will the speakers probably do next week?{学情分析高一英语}.

A.Have a physics lesson. B.Do some homework. C.Have an exam.

7.Why does Jennie call Martin?

A.To see if he is fine. B.To invite him to her house. C.To borrow his physics book.

8.Who has given Martin some old exam papers?

A.Martin‟s brother. B.Jennie. C.Helen.

9.What did the man do yesterday evening?

A.He did his homework. B.He watched a football match. C.He took part in a match.

10.What did the woman think of the player Slade?

A.He is too old to play football. B.He was the worst player in his team.

C.He plays football well.

11.Which word can best describe the man speaker‟s feeling?

A.Worried. B.Disappointed. C.Excited.

12.Who may Peter be?

A.The man‟s friend. B.The man‟s brother. C.The man‟s son.

13.Where is Peter now?

A.In the shoe department. B.In the suit department. C.In the toy departmet.

14.What will the woman do first?

A.She‟ll go to look for Peter. B.She‟ll go to ask the salemen. C.She‟ll go to buy something

15.Who is Tim according to the man?

A.He is a farmer. B.He is a university student. C.He is a worker.

16.How long is the man‟s holiday?

A.Two months. B.Three weeks. C.Thirty days.

17.What can we learn about the woman speaker?

A.She has left high school at present. B.She studied in the University of Warwick.

C.She doesn‟t want to do a part-time job.

18.Where is the speaker when he is speaking?

A.In the exhibition hall of the Shanghai Expo. B.On the bus in the parking lot.

C.At the gate of the Shanghai Expo.

19.Who is the speaker?

A.A travel guide. B.A driver. C.A volunteer.

20.What can we learn from the passage?

A.The whole site of Expo is divided into 8 zones.

B.People in the bus are going to visit the Expo.

C.People can leave everything in the bus.{学情分析高一英语}.

II.Multiple choice:

21.While ______ English language is spoken in both Britain and America, ________ English spoken in Britain is a bit different from that in America.

A.the; the B.the; × C.×; the D.×; ×

22. Much new and high technology has been introduced from America, _______ a great increase in production of the company.

A. resulting in B. resulted in C. resulting from D. resulted from

23.The stone ________ him ________ head.

A.beat; on the B. beat; on his C.hit; on the D.hit; on his

24. —Susan has cried for a whole day. —________ made her cry?

A. Who was it that B. Who it was that C. Was it who that D. Was it that who

25. ―Did you hear the news this morning?

―Oh, yes, ________ was announced on the radio has caused great excitement among pupils.

A. that B. what C. something D. all what

26. It was with great courage ______ the boy told the truth _______ he had stolen the money.

A. which; that B. when; what C. as; that D. that; that

27. The language they created is A. that B. which C. what D. when28.When ____, the museum will be open to the public next year.

A.completed B.completing C.being completed D.to be completed

A. when B. that C. where D. before

30.Do you know anything about the difficulty he had ____him?

A.persuaded B.persuading C.to persuade D.for persuading

31. Although most of them have no doubt _____ he will pass the exam, I still wonder ______ he has really got everything ready.

A. whether; that B. whether; whether C. that; that D. that; whether

32. —What did the young man come to your company for?

—He wanted a job, ________ he has never experienced before.

A. what B. the one C. that D. one

33. There is no sense _____any further. It won‟t help now.

A. to argue B. in arguing C. about arguing D. argue

34. —I rang you at about ten, but there was no reply.

—Oh, that w