当前，关注学习者，已经成为世界各国教育改革和发展的核心，“学习者的回归”是新课程改革的一个重要理念。而事实上，若想在教育教学中发挥学习者的主体性，提高教育教学效率，教师必须开展学习者分析，以学定教，打造高效课堂。笔者在查阅相关文献以及实践调研的基础上，发现教师在开展学习者分析的时候存在缺乏意识、忽略学期以及单元层级的学习者分析、分析内容空洞缺乏针对性、分析方法缺乏科学性、分析结果利用不足等问题，并通过进一步的分析发现，导致问题的原因主要是教师缺乏意识，并缺乏可操作的工具加以辅助。 正如义务教育数学课程标准研制组负责人——刘坚教授在“首届华人数学教育会议”上所提到的：“学情分析（学习者分析）是一个当代的问题，需要大量的研究和探索。”因此，基于现实问题，编制学习者分析模板，从行为层面帮助教师的教学实践工作，满足具体学科教学的需要，推动教学设计的学科化，具有非常重要的现实意义。 本研究采用基于设计的研究范式，以小学英语学科为例，在小学英语学习者分析模板编制阶段对原有的学习者分析要素体系进行验证与修订，归纳总结出不同教学设计层级的“必须”与“可选”学习者分析要素，并梳理形成小学英语不同层级的学习者分析要素体系，在此基础上初步编制出不同层级的小学英语学习者分析模板；在小学英语学习者分析模板的两轮验证与修订阶段，通过多种方式收集数据和信息，检验分析要素的必要性以及完备性，根据收集到的信息，对最初设计的小学英语学习者分析模板的要素以及分析的方法进行检验，进而对模板作出改进；在模板第三轮的验证与修订阶段，就模板是否适用（包括分析方法等），使用时操作性如何，是否有针对性等，开展模板的学科化实践，并结合对学科教师的咨询结果，改进形成最终的小学英语学科的学期、单元、课前、以及课后层级的学习者分析模板。 不同层级的学习者分析模板具有可操作性，知识本位与学习者本位相结合，从行为层面引导教师开展学习者分析，明确应该分析的特征要素，怎么分析以及针对分析结果开展相应的干预，进而将干预策略融合到总的教学设计中去。模板整体体现出了学科性、层级性、主次性、差异性、衔接性、动态性、情境性，并引导教师从中关注低中高年级之间的区别。

Currently, focusing on the learners has become not only an important concept but also the core of the world education reform and development. Teachers should conduct Learners Analysis so that they can help learners' to play the main role in education and teaching, while carrying out efficient instruction according to learners’ real situation. However, this research found that there were some problems of teachers in carrying out Learners Analysis after literature analysis and practical investigation, including the lack of awareness to conduct Learners Analysis, ignoring the semester and unit-level Learners Analysis, the lack of pertinence, the lack of scientific analysis of methods and insufficient utilizing of results. And through the further analysis, the research found that the main cause of the problems was the lack of awareness of teachers, or lack of operational tools to assist. Thus Learners Analysis is a contemporary problem that requires more researches and explorations. It is necessary and significant to compile the template for teachers to conduct Learners Analysis in the specific subject based on the practical problems. This research mainly applied design-based research pattern to verify and revise the original features system of Learners Analysis in the preparatory phase, then generalize the features according to three instructional design levels, and whether the feature is necessary to be analyzed. On the basis of the precious work, taking the primary school English as an example, the research formed a features system of Learners Analysis of primary school English, and tried to compile the template for Learners Analysis according to different instructional design levels. In the execution phase, the research tried to collect data and information through a variety of methods to verify the necessity and completeness of the features of Learners Analysis in primary school English, in order to revise the templates including features and analyzing methods they contain. Then, in the evaluation phase, templates were put into practice in primary school to see whether they were applicable and operational and so on. And the research tried to revise the templates again combining the consultations on the subject teachers. Ultimately, the research carried out the semester, unit, before-class, after-class template for Learners Analysis in primary school English. The research proposes a fundamental hypothesis: the template which is knowledge based and learners based in different instructional design levels for Learners Analysis is applicable and operational, helping teachers to conduct Learners Analysis, including defining what features should be analyzed and how to carry out the analysis, realizing to carry out the appropriate intervention according to the results, which would be integrated into the general instructional design. By and large, the template reflects the properties of discipline, different instructional design levels, primary and secondary, differentia, relevant with the general instructional design, dynamic, context. What is more, it guides teachers to pay more attention to the differences in junior and senior.