The Research On Classroom Teaching Diagnosis Strategy Of Physics Teaching In Junior Middle School

Classroom teaching is a basic organizational form in the education and teaching. The key point of classroom teaching diagnosis is only to understand the quality of teaching effectiveness, it is more important to help teachers seek for the problems and the cause of problems and solutions to the problems in the classroom through teaching diagnosis. It contributed to enhance the professional capacity of teachers, to increase efficiency of classroom teaching, to ensure the quality of school education. After reorganizing and analyzing the already-existed research of classroom teaching diagnosis by using literature law, according to the shortage of it, the content of "the research on classroom teaching diagnosis strategy of physics teaching in junior middle school" is raised.Through theoretical analysis and argument, the meaning of "classroom teaching diagnosis" is put forward:with advanced education and teaching theory, the main body of diagnosis collects and records the teaching information by observing a variety of classroom teaching phenomenon objectively and comprehensively in the whole process of classroom teaching, then analyzes and summarizes the experiences and shortcomings and to explore the causes, proposes the related corrective measure and the solution timely. The main body of diagnosis in the junior physics classroom can be teachers, students or observers. The main body of diagnosis is observers in this research."Classroom teaching diagnosis strategy" put forward by research includes four aspects:â‘ Must take the advanced educational concepts and teaching theory as instruction. Including advanced educational philosophy as instruction, with deep knowledge of physics as the basis, and the necessary knowledge of pedagogy and psychology as instruction and so on three strategies.â‘¡To collect the classroom teaching phenomenon objectively and comprehensively. Including to collect the related material of classroom instruction phenomenon by using observation platform, to carry on the information feedback by multi-channel and multi-method collection and so on two strategies.â‘¢To analyze the classroom teaching phenomenon and to explore the causes. Including to take comparison with the teaching objectives, to take comparison with the design of the teaching process, the judgment of the adaptation between teachers' teaching and students' learning and so on three strategies.â‘£To solve problems in the classroom teaching. Including the conversion pondered, to concern about the formation of student academic skills, targeted incentives, to concern about the influence of daily life examples of student learning and so on four strategies. Paper not only gives the representation of classroom teaching diagnosis strategies, also gives some specific cases of application of these strategies with the teaching practice of physics teaching in junior middle school.Using "classroom teaching diagnosis strategy", I have carried on the practice of classroom teaching diagnosis strategy to many classes in junior middle school physics teaching. And I make a detailed analysis and description of strategies according to a review class called "From the Compass to Maglev Train". The practice shows that in junior middle school physics teaching, the application of the "classroom teaching diagnosis strategy" is feasible and operational. It can help observers to complete the work of classroom teaching diagnosis better.