Investigation And Countermeasure Research Of High School Chemistry Teachers'teaching Diagnostic Ability Based On Students' Incorrectness Of Solving Problems

Teachers' diagnostic ability of teaching is that a teacher, utilizing certain ways or methods during teaching activities, chooses the teachers' teaching and students' learning as the diagnostic object, then finds out teaching problems, and proposes strategies after analyzing the underlying causes to improve the teaching quality in the end. Therefore, it is of necessity to study teachers' teaching diagnostic ability as it plays a crucial role in optimizing teaching. Most current studies on teachers' diagnostic ability of teaching are limited to teachers' teaching on class rather than based on students' incorrectness of solving problems, thus the latter is selected as the focus of this thesis.This thesis uses methods such as literature, diagnostic test, questionnaire and interview to analyze status quo of high school chemistry teachers' teaching diagnostic ability and explores factors that affects their diagnostic ability of teaching. Based on the results of the study, strategies is put forward to raise the high school chemistry teachers'diagnostic ability of teaching .This research includes six parts: The first part is the introduction, which expounds the existing problems and research status of teaching diagnose and teachers' teaching diagnostic abilities. The second part is the definition of related concepts and the construction of teachers' diagnostic capacity model. The third part is the design and methods of research including the research idea and method, design and distribution of the questionnaire and so on. The fourth part is the statistics and analysis of research results, illustrating the current situation of high school chemistry teachers' diagnostic capacity and influencing factors. The fifth part is five strategies that could be conducive of improving high school chemistry teachers' diagnostic capacity in accordance with the research outcome. The sixth part is the conclusion and reflection of the research.Conclusions are summarized as follow: (1) High school chemistry teachers could generally realize the significance of teaching diagnosis ability, while they lack theoretical knowledge of teaching diagnosis. Three levels are revealed about chemistry teachers' diagnostic capacity in high school: zero, partial and comprehensive level. The diagnostic capacity of most teachers belongs to the partial level, The overall diagnostic ability level of chemistry teachers in high school is low. (2) There is no obvious difference in gender, educational level, grade and title with the exception of age and school type when the teaching diagnostic ability of high school chemistry teachers is studied. High school chemistry teachers think that the main reason for limiting their diagnosiss in tudents' incorrectness of solving problems is onerous classes, and the uppermost internal factor that influences diagnostic capacity development is teachers'concepts, followed by teachers' experience, work enthusiasm and knowledge. (3) Based on the research results, five strategies to improve teachers' diagnostic ability are proposed:theoretical study which is helpful to master the diagnostic method should be strengthened.Importance of diagnosis training that aiming at promoting teachers' professional development should be attached to. Teaching diagnostic practice should be reinforced to improve the diagnostic quality. Creating diagnosis atmosphere and encouraging diagnostic study are essential. Teaching reflection should be augmented to improve the diagnostic ability.