如何提高教师对课堂教学情境创设的诊断能力

How to Improve Teachers' Diagnostic Ability of Creating Classroom Teaching Situation

教师对课堂教学情境创设进行诊断的能力,是教学诊断能力的要素之一,亦是探讨中小学教师素质提升不可回避的内容。然而,在实际教学中,教师对“课堂教学情境创设”诊断的认识不足,诊断浮于表面,缺乏究因意识,极少有教师会在诊断后进一步给出解决措施。因此,教师必须加强“对教学情境创设进行诊断”的理论知识储备,从问题情境、生活情境、合作情境等的创设入手,做到“有情境创设,必有情境诊断”,如此才能更有利于提升教师的课堂教学情境创设能力,也利于教师从依赖专家诊断转向自我诊断。

The ability of teachers to diagnose the creation of classroom teaching situation is one of the elements of teaching diagnostic ability,and it is also an unavoidable content to explore the improvement of teachers'quality in primary and secondary schools.However,in practical teaching,teachers have insufficient understanding of the diagnosis of“classroom teaching situation creation”.The diagnosis is superficial,and lacks the sense of cause.Few teachers will give further solutions after diagnosis.Therefore,teachers must strengthen the theoretical knowledge reserve of“diagnosing the creation of teaching situation”,and start from the creation of problem situation,life situation and cooperation situation to achieve“situational creation,situational diagnosis”.Only in this way can teachers'ability to create classroom teaching situation be improved,and teachers'ability to shift from relying on expert diagnosis to self-diagnosis be promoted.