High School Chinese Classroom Teaching Diagnosis Research

Under the environment of 8th basic education courses reform in China,with the policy supports that "teaching diagnosis" major module courses should be arranged for in-service teachers stipulated by Curriculum Criteria for Teachers Education(Trial).In view of teaching pathological theory,medical diagnosis theory,Teaching evaluation theoryand classroom ecological theory which have provided foundations for epistemology,methodology,value and practice,the above mentioned four theories have been regarded as the theoretical basis of this research.The research methods of questionnaires,cases study,interviews and observation,by the literature review of both domestic and abroad relevant papers,it has been found in this paper that teaching diagnosis has been increasingly attached high importance.However,curriculum teaching diagnosis is inadequate of systematic research,regulation and practice,in particular,Chinese language course in high school with respect to teaching diagnosis requires urgent improvement for research and practice.The following fie aspects are included in the research.Firstly,reality of Chinese language classroom teaching diagnosis in high school is the prerequisite of this research.We have conducted a questionnaire and an interview process around the objective of "what are the problems",with effective questionnaires from both teachers and students of 3689 pieces and interviewing 18 people-time of teachers and students.Then we have selected one high school in S county,L city and S province for observation with 8 teachers being observed comprehensively to fully obtain the normal conditions of Chinese language classroom teaching diagnosis in high school.We have found that problems such as single form,ambiguous content and lacking of regulations,which are mainly resulted from the single-thinking,poor diagnosis ability and lacking of diagnosis system in such teaching diagnosis process.These findings have provided sound reality bases for accurately positioning and orientation of this reality.Secondly,studying the principles of Chinese language classroom teaching diagnosis in high school is the fundamental project of this research.With the core of"problem solving theory",by discussion on and exploration of main parts for Chinese language classroom teaching diagnosis in high school,we have understood the thinking of and commanded the connotation of the same so that we have emphasized to adhering to the principles of cooperation among main parts,ecological development,problem diagnosis.By building intervention model,we have specified various diagnosis methods including exam and quiz,classroom teaching evaluation,classroom observation,clinical guidance,on-site observation,questionnaire survey,interview for both teachers and student,group diagnosis,combination of five-diagnosis methods.On the base of such methods,we have analyzed the running mechanism,mastered diagnosis technologies and understood the running rules of Chinese language classroom teaching diagnosis in high school,and constructed models of basic diagnosis,core diagnosis and expansion diagnosis.Furthermore,we have researched corresponding criteria for regular diagnosis,ecological diagnosis and cultural diagnosis to provide scientific theoretical guidance and correct technological routes for this research.Thirdly,practice research on Chinese language classroom teaching diagnosis in high school is the vital step of this study.In this part,we have focused on the issue of"practice that can settle problems" and studied 36 classroom teaching cases with 9 cases being specifically studied and the classroom diagnosis made by YY teacher as case study.In accordance with classroom teaching diseases for Chinese language of high school,we have categorized them into regular anomie,ecological unbalance and culture disorder.In accordance with basic principles of diagnosis,we have divided the regulations for Chinese language classroom teaching diagnosis into four steps--exploring disease course through symptom,finding pathological reasons,clarifying disease mechanism and making final treatment.Subject to basic rules for problems solving,we have separated diagnosis process for Chinese language classroom teaching diagnosis in high school as four rounds of material collection,analysis and judgment,prescription,and verification and feedback.Fourthly,reflectivity research on Chinese language classroom teaching diagnosis in high school is the important component of this study,and is also the necessary driving force to promote the deeper development of this study.In this part,we have focused on solving both theoretical and practice problems" and pay attention to the positive reminding and guidance functions of problems.At first,it is required to be clear about"three relationships" which are relationship between subject and object,relationship between teaching diagnosis and medical diagnosis,and relationship between teaching practice and teaching diagnosis.Then,the "three-combinations"--combination of self-diagnosis and diagnosis by others,combination of teaching diagnosis and learning diagnosis,conscious diagnosis and regulations.Next,the "three-keys" shall be implemented,which are the strategic to improve short distance diagnosis and treatment,special discussion rules for school teaching research commission and diagnosis ability of teachers and learning abilities of students.Fifthly,guaranteeing study on Chinese language classroom teaching in high school is the basic condition to deepen and improve this research.We have focused on "how to guarantee the depth development of research",implemented evaluation measures,adopted intelligence supporting strategy,and explored system guarantee routes to build the long term mechanism taking guarantee system for Chinese language classroom teaching in high school as center.In fact,the teaching diseases in Chinese language classroom are stemmed from social background under which exam-oriented education focusing on scores is popularized.The direct reason for these diseases is that exam scores of students is the only evaluation mechanism for both teachers and students.The important reason for such reality is that quality-education system is not promoted fully by government,not regulated by education subject to laws,intelligence supports from education intelligence tank,strict supervision of social public opinions and learning reforms led by quality-education culture.In conclusion,In this study,we have attempted to improve and regulate methods,forms,contents,processes,models and technologies for Chinese language classroom teaching diagnosis in high school.Teaching diagnosis in Chinese language classroom of high school,actually is a highly effective classroom intervention act that can build the new teaching research in modern school,optimize teaching quality of Chinese language in high school,promote the mutual development of teachers,students and schools:However,a long term mechanism is needed.This research is limited in the following aspects:the school teaching research study is not deep enough,reflectivity practice is not completely and guarantee achievement method cannot be well applied to reality.However,research on and practice of modern diagnosis,systematic diagnosis for Chinese language classroom teaching will be the future routes for this study.