Investigation And Research On Classroom Teaching Diagnostic Ability Of Mathematics Teachers In Secondary Vocational Schools

"Mathematics Syllabus of secondary vocational school" points out that learning mathematics,mastering mathematical thinking,mathematical knowledge,mathematical methods and mathematical skills necessary for vocational development,and forming the necessary thinking quality and key ability for personal lifelong development and social development.To improve the teaching quality of secondary vocational mathematics is not only to improve teachers' teaching ability and teaching level,but also to improve teachers' classroom teaching diagnosis ability.Teachers are good at finding problems in teaching,analyzing and solving problems,and constantly collide in the process of theory and practice,so as to effectively improve the level of mathematics teaching in secondary vocational schools.Based on the reality of classroom teaching,this paper puts forward the meaning of secondary vocational mathematics classroom teaching diagnosis by combing and summarizing the relevant literature of classroom teaching diagnosis ability.Combining with the specialty,the teaching diagnosis is built into the classroom teaching,and the practice research is carried out according to the theoretical guidance.Based on the literature research of teachers' classroom teaching diagnostic ability,this paper explores the current secondary vocational mathematics teachers' classroom teaching diagnostic ability.This paper mainly studies the following four questions: 1.What is the level of teachers' classroom teaching diagnostic ability? 2.In classroom teaching diagnosis,teachers pay more attention to those diagnosis points and those easily ignored diagnosis points.3.Is there any relationship between teaching years,professional titles and Teaching Majors and classroom teaching diagnostic ability? 4.Combined with practice,how to improve the classroom teaching diagnosis ability of mathematics teachers.Based on the research of relevant literature,this paper combs the subject and object of classroom teaching diagnosis,and summarizes the meaning of classroom teaching diagnosis ability of mathematics teachers in secondary vocational schools.According to the meaning of ability,the questionnaire for teachers and students and the interview outline are designed.The design of teacher questionnaire is based on three first level dimensions of "diagnosis of teachers","diagnosis of students" and "diagnosis of relationship".Fifteen second level dimensions are designed under the first level dimension,and the design of questionnaire follows the design idea of finding,analyzing and solving problems.Through questionnaire survey,teaching case analysis and teacher interview,combined with spss20 software data analysis,this paper explores the current situation of classroom teaching diagnosis ability of secondary vocational mathematics teachers,and analyzes the factors and reasons affecting the classroom teaching diagnosis ability of secondary vocational mathematics teachers.Through the analysis of the questionnaire survey data and interviews,it is found that the current level of classroom teaching diagnosis ability of secondary vocational mathematics teachers is low,and can not scientifically implement classroom teaching diagnosis.And the ability to find problems is relatively high,while the ability to analyze and solve problems is relatively low.Through the one-way ANOVA analysis of population background,it is found that the teaching age and professional title have a great impact on Teachers' classroom teaching diagnosis ability,which is mainly reflected in the frequency and accuracy of teachers' application of teaching diagnosis in classroom teaching.Teaching major can not effectively affect teachers' classroom teaching diagnosis ability.Through the data analysis of the survey results,according to the survey results,the corresponding improvement suggestions are put forward.