Coding Analysis Of Teachers'Diagnostic Ability To Solve Chemical Problem Obstacles In Senior High School Students

Teaching diagnosis is a strategy or operation to promote learning,remove obstacles in teaching and learning,and improve and strengthen teaching activities,and teaching diagnostic ability is a necessary ability for teachers to complete teaching diagnostic activities.Developing teachers' teaching diagnostic ability is the key to optimize teaching.Teaching diagnosis covers a wide range of areas,including teacher behavior diagnosis,classroom teaching diagnosis,teaching design diagnosis,and student learning diagnosis.Most of the existing studies are on diagnostic ability of classroom teaching,and few are on diagnosis for students' learning process.This study analyses the diagnostic ability of teachers to students' problem-solving obstacles,which is of great value to improve teachers' teaching quality and students' learning quality.On the premise of summarizing the literature,this study establishes the evaluation dimensions of teaching diagnostic ability,namely,resolving ability,ability to analyze and reflect,and ability to formulate strategies.After collecting questions about teaching diagnosis from previous exam papers of National Teacher Qualification Certificate Examination for High School Chemistry,three questions are designed based on students' results.As a result,the diagnostic materials from 110 high school chemistry teachers are received.The standard of text encoding for diagnostic materials are defined combining with the actual responses in diagnostic materials and relevant literatures.The encoded data are uploaded into SPSS and analyzed,and the following conclusions are drawn:(1)The comprehensive diagnostic ability of high school chemistryteachers to students' problem-solving obstacles is not high,and there are significant differences of ability in the three dimensions.Specifically,the resolving ability is significantly higher than the ability to analyze and reflect and the ability to formulate strategies.There is no significant difference between the ability to analyze and reflect and the ability to formulate strategies.(2)There is no significant difference in the diagnostic ability of high school chemistry teachers to students' problem-solving obstacles in terms of gender and educational background,but significant differences in terms of professional title and teaching age.The specific performance is as follows: The diagnostic ability of teachers without professional titles is significantly lower than that of teachers with first-level and senior professional titles of Teachers.There is no significant difference between teachers with no title and teachers with secondary professional title,between those with secondary professional title and those with first-level professional title,between those with secondary professional title and those with senior professional titles,between those with first-level professional title and those with senior professional titles.The diagnostic ability of teachers before they join in works is significantly lower than that of those with teaching age of more than one year.There is no significant difference between other teachers of teaching age.