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

The rapid development of today's society has put forward new requirements for contemporary teachers.As the implementer of education and the moulder of talents,teachers have been entrusted with an important mission and shoulder more important responsibilities.In line with the people-oriented education concept,in the process of teaching implementation,we should not only emphasize the comprehensive development of students,but also pay attention to the individual differences of students,respect the value and existence form of each individual life,so that each student can become a different subject.Classroom observation is the attribution diagnosis based on evidence.It records the students' learning process in a panoramic and all-round way.It is to make clear the students' learning process,to understand the teachers' self-diagnosis ability in class,to effectively evaluate whether the teachers' classroom diagnosis is appropriate,to grasp the key points,to find out the symptoms of classroom teaching,and to provide effective constructions for teachers to improve their teaching.To optimize the teaching structure and promote the professional development of 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 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 ffor ollowing 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.