Action Research On Timely Diagnosis Of Students' Learning Status In Primary School Mathematics Classroom

The change of the times has put forward new requirements for teachers.As the implementers of education and the shapers of talents,teachers have been given great missions.In accordance with the people-oriented educational concept,we should not only emphasize the overall development of the students,but also emphasize the individual differences of the students,respect the values and forms of each individual life,and make each student a different subject.The classroom observation is an attribution diagnosis based on the evidence.It makes a panoramic record of the students' learning process,with the aim to understand the students' learning process and teacher's self-diagnositic capacity in class,to provide effective suggestions for the teachers to improve their teaching,to optimize the teaching structure,and to promote the professional development of the teachers.At present,concerning the research on classroom teaching diagnosis in China,there are many theoretical research and lack of empirical research,and there are few specific and operable results for primary school teachers.In order to make the research of classroom teaching diagnosis more targeted,this paper takes Changchun W primary school as an example to conduct a timely diagnosis of students' learning state in primary mathematics classroom.In the study,teachers are divided into different classes of teaching age.Through classroom observation and questionnaire survey,the teachers' ability of timely diagnosis and control of students' learning state in classroom teaching is understood,and the path of improving the professional level of teachers is explored.The following conclusions are drawn from the study.Conclusion:1.The difference in classroom diagnostic ability of key learning points for teachers at all levels is significant2.The classroom diagnostic ability of different levels' teachers is different.3.Differences between teachers at different levels in the immediate evaluation of students' classroom formation.4.Experienced and expert teachers tend to mature in their diagnostic abilities.Advice:1.The self-diagnosis of novice teachers in the classroom needs training.2.Teachers at all levels should pay more attention to the diagnosis of students' classroom learning status.