Development Mechanism Of The Ability Of Teaching Diagnosis Of Elementary And Secondary School Teachers

Teaching is teachers’ main task. The ability of teaching is the basic professional ability of teachers. The level of teaching can reflect the teachers’ professional quality.Improving teachers’ teaching ability is the essential requirement of teachers professional development. In the process of teaching, teachers need to design and organize their process of teaching. At the same time, the reform of new curriculum has a high requirement that teachers should improve their teaching quality. How about the degree of the interaction between the teachers and the students in teaching? And the degree of partipation of students? Does teaching benefit teachers and students in the class? What’s the problem and the deficiency? All of these require that teachers can control the course,adjustment the curriculum teaching , examine the teaching process. Teachers should not only evaluate their teaching by diversified forms, and also can analyse the problems in teaching. And then find the reasons behind those problems. The old teaching evaluation should change the pay close attention to both the teaching and studying. Teaching evaluation need to turn to be integrated. So, in a word, teachers need to foster and develop their teaching diagnosis ability.The elementary and secondary school teachers in my research are in related to those professional people who are busy in teaching during the process of the basic education.Their teaching diagnosis ability is their analysis of their teaching and students learning problems, just to find the reasons behind them, and come up with the remedial measures and improvement ways. This is also the main and nuclear capacity of teachers professional development.At present, the study of teaching diagnosis is little. The study in this field is concentrate on the diagnosis of the teaching in the class and the model building. There is short of study of the development of the teaching diagnosis. This paper is aimed at analyzing the influence factors, the problems and the development level of teaching diagnosis, and come up with the development route through documentary method and investigation method.This paper is made up of six parts. The first part is introduction, to explain the background, aims, content, method and the meaning of study. And anylyse the research current situation. The second part is some related concepts and theoretical basis, to clarify the nuclear concepts, like teaching evaluation, teaching diagnosis, teaching diagnosis ability, development and clarify the theoretical basis this study following. The third part talks about the basic problems of the teaching diagnosis ability, include the goal,subject, object and principles of the teaching diagnosis. Anylysing the main content of the teaching diagnosis and building the system of the teaching diagnosis. The forth part is the investigation and anylysis of the development of the elementary and secondary school teachers’ taching diagnosis. The fifth part is about the anylysis of the factors of the teaching diagnosis and the development route of the diagnosis. And the sixth part is the conclusion and introspection of the study.Study found that the teaching ability present rising tendency from the new teachers to the specialists. Those specialists have higher level in the abilities of teaching cognition diagnosis, teaching operation diagnosis and teaching monitoring diagnosis other teachers.While the teaching operation diagnosis ability of all teachers in different stages have higher level than other abilities of the subsystem.Through the analysis of the factors of teaching diagnosis, the development route ,with some content on the teachers professional development, I came up with some facts about the teachers teaching diagnosis as follows: the teaching diagnosis idea is changed from focusing on the knowledge to emphasizing the students development; the diagnosis knowledge storage and structure is changed from partial to comprehensive; the teaching method diagnosis is changed from the unidirectional teahers teaching to teachers-students interaction; the teaching means diagnosis is changed from traditional to information integrated deeply;teachers’ role is changed from initiator to practical researchers;stydying method is changed from education with record of formal schooling to practice research.