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教学诊断,就是通过对教育教学过程中的现象进行深入细致的观察、记录、梳理、反思,探究现象的成因和改进措施,分析和思考教育行为背后的原因,从而解决教学实践中客观存在的问题。该过程是发现问题——分析问题——反思问题——解决问题的过程,同时也是教师对自己教育行为改进和教学理念提升的过程,是教师对个体专业化成长的理性思考的过程。我园在“教学诊断”的实践与研究过程中发现:“教学诊断”能有效地找到并解决存在的教育问题,能促进教师之间研究共同体的形成,能真正改进幼儿园教科研的形式。
Teaching diagnosis is through the phenomenon of education and teaching in-depth and meticulous observation, recording, combing, reflection, to explore the causes of the phenomenon and improvement measures to analyze and reflect the reasons behind the educational behavior in order to solve the objective problems of teaching practice . This process is a process of finding problems - analyzing problems - reflecting questions - solving problems, and also improving teachers ’own educational behaviors and teaching concepts. It is also a process of teachers’ rational thinking about individual professional growth. In the course of practice and research of “teaching diagnosis”, I found that “teaching diagnosis” can effectively find and solve the existing problems of education, promote the formation of research community among teachers, and can really improve the teaching and research of kindergarten form.