Study On The Construction Of Index System For Classroom Teaching Diagnosis Of Primary And Secondary

Classroom teaching diagnosis is an important part of teaching,which throughout the whole class,diagnosing the whole teaching,adjusting the direction of the teaching and correcting the errors of the teaching.The comprehensiveness, systematicness, accuracy and depth of the classroom teaching diagnosis play an important role in the successes and failures of the teaching.lt indirectly determines the student’s growth and future and influences the improvement and development of the teachers’ qualities, reflecting the teachers’ teaching values.But,actually,the teachers don’t have a deep,systematic and comprehensive understanding of the classroom teaching diagnosis.What’s more,on practical level,teachers don’t know how to diagnose.Therefore,the improvement of teachers’ diagnosis needs scientific,effective instruction.Only in this way can improve the teachers’ diagnosis and adapt to the education reform.Through reviewing the current research,find that previous studies of classroom teaching diagnosis is still very immature.We can judge from the various definitions.Furthermore,previous studies mainly focus on diagnostic mode, diagnostic model,diagnostic teaching design,diagnostic strategies, diagnostic tests, diagnostic principles and specific subjects’ diagnosis.Most of these studies are based on specific disciplines,which are more of practice and less of theory.They can do less for the formation of comprehensive and systematic theoretical knowledge and practical abilities.So this paper study the diagnosis from the perspective of constructing classroom teaching diagnosis index system.The combination of theoretical and practical has an good effect on the formation of comprehensive,systematic and deep knowledge of classroom teaching diagnosis.lt also offers theoretical support and technical instruction for how to diagnose in real teaching.The paper uses literature research, interview, questionnaires and other research methods to gather information to define the core concept.Classroom teaching diagnosis is teacher find the problems when students achieve the three-level goals,then analyze the problems and solve these problems.Then on the basis of four theories(Babanski’s teaching optimize,Gagne’s diagnostic instructional design, the principles of prescription teaching, Bloom’s taxonomy of cognitive goal theory) to collect comprehensive information.What’s more,combing with early in-depth interviews, work out the diagnosis index table.Combing the self-edited index table(give out two times) and teacher interview outline,the paper uses indicator analysis in SPSS 17.0 to distill the indicators of different levels and name the indicators.The interview is used to distill the level one indicators,give practical support and summarize the specific contents of the level two and three.Finally,the whole index system comprises 3 levels,with 3 indicators in level one,9 indicators in level two and 37 indicators in level three.Then,expert assessment weighs table of classroom teaching diagnosis index is designed according to the indicators.Finally,the paper uses matrix paired method to calculate the weights of different indicators of the levels and finish the construction of the index system.