基于学生解题失误视角的高中化学教师教学诊断能力现状调查及对策研究

发布时间：2018-08-30 09:58

【摘要】：教师教学诊断能力是教师在教学活动中表现出来的能通过一定途径或方法以教师的教与学生的学作为诊断对象,发现教学问题,分析教学问题背后原因,在此基础上提出相应解决策略用以改善教学的能力。教师教学诊断能力对实现教学优化具有重要作用。因此,对教师教学诊断能力进行研究是十分必要的。从目前的研究成果来看,关于教师教学诊断能力的研究多是对于教师课堂教学诊断能力的研究,基于对学生的解题失误诊断视角的教师教学诊断能力研究极少。本文测查的教师教学诊断能力即为基于学生解题失误视角的教师教学诊断能力。本研究采用文献法、诊断性测验法、问卷法、访谈法分析了高中化学教师教学诊断能力的现状,探索了高中化学教师教学诊断能力的影响因素。基于调查结果,提出了提高高中化学教师教学诊断能力的策略。本研究主要包括六个部分:第一部分绪论,阐述了问题的提出,教学诊断、教师教学诊断能力的研究现状等。第二部分是相关概念的界定及教学诊断能力模型的建构。第三部分是研究的设计与方法。包括设计思路与方法,问卷的设计与发放等情况。第四部分是调查结果的统计与分析。研究了高中化学教师教学诊断能力的现状及影响因素。第五部分是策略的提出。根据调查的结论,提出了五条提高高中化学教师教学诊断能力的策略。第六部分是研究的结论与反思。本研究得出以下结论:(1)高中化学教师普遍认识到教学诊断能力的重要性,但其教学诊断的理论知识有所欠缺。高中化学教师教学诊断能力存在三个水平:零诊断水平,部分诊断水平,全面诊断水平。绝大多数教师属于部分诊断水平,高中化学教师教学诊断能力的水平整体偏低。(2)高中化学教师教学诊断能力在性别、学历、任教年级、职称上没有显著性差异,在年龄与学校类型上存在显著性差异。高中化学教师认为制约其对学生解题失误进行诊断的主要原因是课时紧张,没有充足的时间。此外,教师认为影响教师教学诊断能力发展的最大的内部因素是教师观念,其次是教师经验、教师工作积极性、教师知识。(3)基于研究结果,提出了提高教师教学诊断能力的五条策略:加强理论学习,掌握教学诊断方法;开展诊断培训,促进教师专业发展;提高诊断素养,重视教学诊断实践;创造诊断氛围,开展教学诊断研究;加强教学反思,提高教学诊断实效。
[Abstract]:The teacher's teaching diagnostic ability is that the teacher can use the teacher's teaching and students' learning as the diagnostic object through a certain way or method in teaching activities, find out the teaching problems, and analyze the reasons behind the teaching problems. On the basis of this, the author puts forward the corresponding solving strategies to improve the teaching ability. Teachers' teaching diagnostic ability plays an important role in teaching optimization. Therefore, it is necessary to study the teaching diagnostic ability of teachers. From the current research results, the research on teachers' teaching diagnostic ability is mostly about teachers' classroom teaching diagnostic ability, and the research of teachers' teaching diagnostic ability based on students' problem-solving error diagnosis perspective is rare. In this paper, the teacher's teaching diagnostic ability is based on the students' error in solving problems. In this study, literature, diagnostic test, questionnaire and interview were used to analyze the present situation of high school chemistry teachers' teaching diagnosis ability, and to explore the influencing factors of high school chemistry teachers' teaching diagnosis ability. Based on the investigation results, the strategies to improve the teaching diagnosis ability of chemistry teachers in senior high school are put forward. This research mainly includes six parts: the first part is the introduction, which expounds the problems raised, teaching diagnosis, the research status of teachers' teaching diagnostic ability and so on. The second part is the definition of related concepts and the construction of teaching diagnostic ability model. The third part is the design and method of the research. Including design ideas and methods, questionnaire design and distribution and so on. The fourth part is the statistics and analysis of the survey results. The present situation and influencing factors of teaching diagnostic ability of chemistry teachers in senior high school were studied. The fifth part is the strategy. According to the conclusion of the investigation, this paper puts forward five strategies to improve the teaching diagnosis ability of senior high school chemistry teachers. The sixth part is the conclusion and reflection of the research. The main conclusions of this study are as follows: (1) Senior chemistry teachers generally recognize the importance of teaching diagnostic ability, but their theoretical knowledge of teaching diagnosis is deficient. There are three levels of teaching diagnostic ability of chemistry teachers in senior high school: zero diagnostic level, partial diagnostic level and overall diagnostic level. Most of the teachers belong to part of the diagnostic level, and the level of teaching diagnostic ability of senior high school chemistry teachers is on the low side. (2) there is no significant difference in the teaching diagnostic ability of senior high school chemistry teachers in terms of gender, academic background, teaching grade and professional title. There were significant differences in age and school type. High school chemistry teachers think that the main reason that restricts the diagnosis of students' problem solving errors is that the class hours are tight and there is not enough time. In addition, teachers think that the most important internal factor affecting the development of teachers' teaching diagnostic ability is teachers' concept, followed by teachers' experience, teachers' enthusiasm for work, teachers' knowledge. (3) based on the results of the research, This paper puts forward five strategies to improve teachers' teaching diagnostic ability: strengthening theory study, mastering teaching diagnosis method, developing diagnosis training, promoting teachers' professional development, improving diagnostic accomplishment, attaching importance to teaching diagnosis practice, creating diagnostic atmosphere. Carry out teaching diagnosis research, strengthen teaching reflection, improve teaching diagnosis effect.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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