Investigation And Research On The Diagnostic Ability Of Middle School Chemistry Teachers In Classroom Teaching

The diagnostic ability of classroom teaching means that in order to make classroom teaching better adapt to the needs of learners and to realize the professional development of teachers themselves,teachers' teaching and students' learning are taken as diagnostic objects,and the problems existing in objects are judged by certain methods.An analysis of the causes and the formation of a psychological quality in the process of seeking solutions.To improve the diagnostic ability of classroom teaching can not only promote the optimization of classroom teaching,but also stimulate the motivation of teachers'professional development,and make the rookie teachers change from dependent growth to autonomous growth.Gradually developed into a mature experienced teacher,even expert teacher.However,although the ability of teaching in class teaching is of great significance to the promotion of the development of teachers and students,the research in this aspect is not very much.In the existing research,most of the students' learning is the main body of diagnosis,while the teaching diagnosis of teachers is mostly related to theoretical analysis,based on the investigation of teachers' teaching diagnosis ability,the analysis and research are very few.Therefore,this paper decided to investigate the teaching diagnostic ability of middle school teachers,hope to provide assistance to the professional development of middle school teachers.In this study,literature,interview,questionnaire,classroom observation and quantitative analysis were used to investigate the current situation and existing problems of classroom teaching diagnosis ability of front-line middle school teachers.This study explores the influencing factors of classroom teaching diagnostic ability of middle school teachers,and based on the results of the investigation,provides suggestions and strategies for improving the classroom teaching diagnostic ability of middle school teachers and the professional development of teachers at different stages.This research mainly includes six parts:the first part is the introduction,elaborated the research background and the significance,the domestic and foreign research present situation and the research design train of thought.The second part is the definition of the core concept and the theoretical basis of the research.The third part is the evaluation scale system of middle school teachers' classroom teaching diagnostic ability,including the construction basis,the construction principle,the content system and the establishment of the final scale.The evaluation scale is divided into three first-level indexes:teachers'teaching activities,students' learning activities and teacher-student relations,14 second-level indicators and 28 evaluation criteria.The fourth part is the statistics and analysis of the survey results.The fourth part is the statistics and analysis of the survey results.It includes the design of research tools and the analysis of the current situation and problems of the diagnosis ability of middle school teachers' classroom teaching.The fifth part is the strategy and the suggestion put forward.According to the data of the survey,the strategies are provided for improving the diagnostic ability of middle school teachers in classroom teaching and promoting the professional development of teachers.The sixth part is to carry on the empirical research to the suggestion and the strategy,in order to test its validity.The seventh part is the conclusion and prospect of the research.This study draws the following conclusions.(1)On the whole,the overall level of classroom teaching diagnostic ability of middle school teachers is higher,especially for students.With the improvement of teaching age and professional title,teachers' diagnostic ability in classroom teaching is gradually enhanced.With the improvement of the professional development level of the teachers,the teaching diagnostic ability of the teacher is gradually enhanced.Teachers at different stages of development pay different attention to classroom teaching diagnosis.In terms of all dimensions,the diagnostic frequency of the degree of goal achievement is the highest among the teachers.Among the students,the diagnosis frequency of learning status is the highest.In the relationship between teachers and students,the diagnosis frequency of students' roles is the highest.(2)Based on the analysis of the questionnaire,we know the existing problems and the influencing factors.The problems include the lack of the cognitive level of the class teaching diagnosis,the small implementation of the class teaching diagnosis,the weak actual operation ability of the class teaching diagnosis,and so on.The factors that affect the diagnostic ability of middle school teachers' classroom teaching include working environment and workload,teaching attitude and teaching experience,teaching theory and teaching practice,and so on.(3)In order to improve the teaching diagnostic ability of middle school teachers,the external and internal approaches are put forward.External ways include establishing a good teaching and diagnosis system and culture,organizing relevant training regularly,building mutual learning organization and so on.The internal approach includes the awakening of the diagnostic consciousness,the optimization of the diagnostic value,the construction of the diagnostic criteria,the improvement of the diagnostic system,the control of the diversity of diagnostic modalities,and the like.At the same time,it puts forward some suggestions for the professional development of teachers in different stages.