Research On The Improvement Of Classroom Teaching Diagnosis Ability Of Primary School Chinese Teachers

Diagnostic capacity of classroom teaching is in the classroom to carry out diagnosis of classroom teaching activities in the specific environment of overall quality,are the subjects in the correct diagnosis values under the guidance,by using the methods of observation,interview found that teachers' teaching activities in teaching,students learning activities,and the problems in the relationship between teachers and students and to analyze its causes,then puts forward optimizing classroom teaching Suggestions.At present,the classroom teaching diagnostic ability has been paid more and more attention,but the related research mainly focuses on its connotation and the classroom teaching diagnostic ability of high school and higher vocational teachers.This study aims to fill the primary school Chinese teachers' classroom teaching diagnosis ability of research,in eighth basic education curriculum reform and the compulsory education quality evaluation guide "as the background,in the teacher education curriculum standard(trial)" set "teaching diagnosis module for in-service teacher education courses for the policy support for the research of primary school Chinese teachers' classroom teaching diagnosis ability.This research mainly includes the following three aspects: First,the current situation analysis of primary school Chinese teachers' classroom teaching diagnostic ability is the premise of this research.The questionnaire of this research refers to the Indicator System of Diagnostic Ability of Chemistry Teachers in Classroom Teaching and the Questionnaire of Diagnostic Ability of Senior Middle School Young Chemistry Teachers in Classroom Teaching compiled by Feng Ying in Chemistry Education and Master's Thesis,and has been repeatedly revised to form the Questionnaire of Diagnostic Ability of Classroom Teaching of Primary School Chinese Teachers.Questionnaire data and interview results show that the current primary school Chinese teachers' overall level of classroom teaching diagnostic ability is not high,the ability to diagnose teachers' teaching activities is low,the ability to diagnose students' learning methods is insufficient and the ability to analyze the causes of problems is weak.Secondly,it is the key project of this research to analyze the reasons for the lack of classroom teaching diagnosis ability of primary school Chinese teachers.It is found that the primary school Chinese teachers' lack of classroom teaching diagnosis ability is caused by the teachers' personal reasons and external environment reasons.The personal reasons of teachers are lack of knowledge of teaching diagnosis,weak awareness of teaching diagnosis,lack of reflection on classroom teaching and lack of practice of teaching diagnosis.The reasons of external environment include lack of scientific teacher training system,lack of good atmosphere for teaching diagnosis,lack of normal mechanism for teaching diagnosis,and many teaching tasks and non-teaching affairs.Thirdly,the strategy to improve the classroom teaching diagnostic ability of primary school Chinese teachers is the core content of this study.Based on the survey results,interview analysis and relevant literature,this study proposes improvement strategies to change the current situation of insufficient classroom teaching diagnosis ability of primary school Chinese teachers by promoting the self-development of classroom teaching diagnosis ability of primary school Chinese teachers and providing external support for classroom teaching diagnosis of primary school Chinese teachers.To promote teachers' self-development means that primary school Chinese teachers should cultivate their awareness of teaching diagnosis,pay attention to classroom teaching reflection and practice the theory of teaching diagnosis,provide external support for diagnosis,and set up teaching diagnosis courses,create teaching diagnosis atmosphere and provide guarantee for teaching diagnosis.