课堂教学是学校教育的主阵地,是促进学生成长的重要场所,课堂教学的效率是学校、家长,乃至社会所关注的重要话题。要提高课堂教学的效率,我们除了关注教师的“教”之外,更要关注学生的“学”。研究学情,根据学情改进教学,可以使得通往有效教学的路径更短一些。根据十几年的教学经验,笔者认为通过分析课前、课中和课后三个阶段的学情,并采用相应的策略可实现课堂教学的有效性。在课前,教师可以分析学生的学习起点,这涉及学生已有的知识基础、学习方式、智能一、分析课前学情,进行有效的教学设计 Classroom teaching is the main front of school education and an important place to promote the growth of students. The efficiency of classroom teaching is an important topic of concern to schools, parents and even society. To improve the efficiency of classroom teaching, we should pay more attention to students ’learning “besides focusing on teachers ” teaching ". Study the situation, according to learning to improve teaching, can lead to a shorter path to effective teaching. According to more than ten years of teaching experience, I believe that by analyzing the pre-class, after-class and after-school three stages of learning, and the use of appropriate strategies to achieve the effectiveness of classroom teaching. Before class, teachers can analyze students ’learning starting point, which involves students’ existing knowledge base, learning methods, intelligence, analysis of pre-class studies, and effective instructional design