The Research Of Diversified Models Of Classroom Teaching Diagnosis In Middle School

Since the forming of the classroom teaching, the classroom teaching had been the important part of education, and the quality of it had been the issue focused by lots of educators. After 19^th century, with the development of educational evaluation and the reform of curriculum for elementary education in our country, people began to realize that the evaluation for classroom teaching was not only for knowing the situation of teaching, but also for helping teachers find out the problems in teaching, furthermore, improve their professional ability. Thus it can improve the classroom teaching, and assure the quality of school's education. For reaching this goal, the dissertation focuses on the models of classroom teaching diagnosis in middle school, and expects to grasp the approaches and methods which look for and analyze problems in classroom teaching through the research of teaching diagnosis. Because the classroom teaching is not only a simple education process for producing, but also a dynamic process, which is affected by many factors, the dissertation intends to take apart the teaching diagnosis in middle school from the point of view of diversification. Here, the diversification includes three meanings: 1) multi-angles; 2) multi-layers; 3) multi-subjects.The research of the models of classroom teaching diagnosis includes five parts. The first chapter discusses the theories of the conception of quality, evaluation and diagnosis for teaching, establishes the theoretical basis of classroom teaching diagnosis. Then the author surveys four schools in order to know the situation of classroom teaching diagnosis, and analyzes the problems of classroom teaching diagnosis in middle school. At last, the author proposes a multi-angles and multi-layers system of models of classroom teaching diagnosis in middle school through the analyzing for the diversification of schools, teachers, students and curricula.The second chapter analyzes and discusses the models of classroom teaching diagnosis based on knowledge skill teaching. Firstly the author analyzes the theories related to knowledge skill, and proposes four layers of knowledge skill including of memory, understanding, application, advanced application. Then the author induces and analyzes the knowledge skill teaching, and sums up two teaching models which are "teaching in order" and "finding". According to the layers and models of knowledge skill teaching, the author proposes two diagnostic models-"examination in layers" and "behavior observation", finally designs relevant diagnostic scales.The third chapter discusses the models of classroom teaching diagnosis based on the form of the independent learning ability. At the first part, the author analyzes the theories related to independent learning ability, and proposes two elements of independent learning ability-learning strategy skill and self- inquiring ability. Then the author induces and analyzes the independent learning ability teaching, and sums up two teaching models which are "independent activity" and "scheme of learning". According to two elements and models of independent learning ability teaching, the author proposes two diagnostic models-"evaluating of independent production" and "performance observation", finally designs relevant diagnostic scales.The fourth chapter explores the models of classroom teaching diagnosis based on the affect cultivating teaching. At first, the author analyzes the theories related to affect cultivating teaching, and defines the meaning of affect from multi-angles. Then the author sums up three teaching models which are "interest inspiring", "attitude cultivating", "conception of value forming" based on three stages of affect cultivating. According to theoretical analysis and models of affect cultivating teaching, the author proposes two diagnostic models-"non-intercommunication affect" and "intercommunication affect", finally designs relevant diagnostic scales.In the last chapter the author rethinks the research of classroom teaching diagnosis, points out the "bottle-necks" in our research, and proposes that we can extend the research at methodology, content and technology. Then the author imagines the research of classroom teaching diagnosis in the future, proposes to establish a distant diagnostic system for classroom teaching on internet, and conceives some main modules in this system simply.According to the goals in three dimensions of the reform of curriculum for elementary education in our country, the author proposes three layers in classroom teaching- knowledge skill, independent learning ability, affect cultivating, from teaching effect. It's necessary to explain that these three classroom teaching layers are not isolated each other. In classroom, the three layers can exist at the same time. But for taking apart the models of classroom teaching diagnosis clearly, we separate them. Then we conclude six teaching models and six kinds of models of classroom teaching diagnosis, design nine types of scales of classroom teaching diagnosis from teaching process and effect, thereby diagnose current classroom teaching roundly. Though in this research we construct a relatively whole system of classroom teaching diagnosis in middle school, the research of classroom teaching diagnosis is restricted by technology out-of-date. So introducing modern information technology into our research, and realizing the on-line, digital, informational classroom teaching diagnosis are very important in the future.