The Investigation And Research On The Current Situation Of Mathematics Instructional Diagnosis In Middle School

In October 2011, the ministry of education promulgated 《the curriculum standard of teacher education(trial) 》.The suggestions about curriculum framework of in-service teachers’ education, required to set the module of instructional diagnosis in specific.Visibly, the implementation of the instructional diagnosis in the discipline teaching has been formally on the agenda.To explore and analysis the current situation of mathematics instructional diagnosis, help to improve the ability of instructional diagnosis for middle school mathematical teachers.This study firstly analyzed the theoretical foundation of mathematics instructional diagnosis, secondly presented the basic problems of mathematics instructional diagnosis in middle school, finally applied the method of questionnaire and interview to carry out the investigation and study on current situation of mathematics instructional diagnosis. The investigation mainly from the cognitive situation of mathematics instructional diagnosis, the consciousness of mathematics instructional diagnosis, the methods of mathematics instructional diagnosis, the content of mathematics instructional diagnosis as well as the influence-factors of mathematics instructional diagnosis this five dimensions, is analyzed and discussed the current situation of instructional diagnosis for front-line mathematical teachers in middle school.Investigation and research found: the middle school mathematical teachers’ cognition degree of concept about instructional diagnosis is not high, and they are not much actively behavioral intention of instructional diagnosis. The methods of mathematics instructional diagnosis are relatively single, and the effect is not ideal.The diagnosis of students’ learning problems do not effect. The diagnosis of teacher-student interaction is not enough attention and so on. The research has put forward five strategy of mathematics instructional diagnosis in middle school to solve these problems :(1) Pay attention to learn the professional knowledge ofmathematics, and cultivate the consciousness of instructional diagnosis.(2) Pay attention to prepare lessons before, and diagnose instructional design whether meet the needs of students’ individual differences.(3) Observe the interaction in the class,and diagnose the bilateral interaction between teachers and students whether it is reasonable.(4) Advocate to diagnose after class, and optimize teaching constantly;(5)Collect the information of other class, and promote cooperation of instructional diagnosis. At last, according to the different causes of instructional deviation were involved in different subjects of diagnosis, the research enumerated three different types of cases that are about mathematics instructional diagnosis in middle school:the diagnosis of teacher self, students’ mutual diagnosis and the teachers and students were attending.