Chinese class needs to be reconstructed from the perspective of learning, and the learning situation analysis is the focus of reconstruction. Learning situation analysis is mostly the common concept in classroom teaching practice, which includes learning needs analysis and learning preparation analysis. However, the survey on Chinese teaching in the last 10 years indicates that learning situation analysis considered to be useful is proved to be ineffective in classroom teaching. So we need to reconstruct the concept and method of the learning situation analysis. The basic way is to change the model of learning situation analysis and promote the interaction and relation of the three basic levels of starting point of learning, lemming state and lemming results.%语文课堂需要从“学”的视角加以重构，语文教师的“学情分析”则是“重构”的着力点。“学情分析”是课堂教学实践中一个近乎常识性的概念，语文教师的学情分析范围大致包括学习需要分析和学习准备分析。然而，近十年语文课堂教学现状调查显示，教师自认为有效的学情分析在实际的课堂教学中往往被证明是无效的。要走出这一困境，唯有对学情分析的概念和方法加以重建。重建的基本路向是突破作为独立环节的学情分一析模式，促进学情分析的三个基本层面——学习起点、学习状态和学习结果之间的互动与关联。
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