摘要
"诊断"起源于医学术语,分为"诊"和"断"两个步骤,将"诊断"一词应用到课堂教学便称为"课堂教学诊断",也称为"教学现场分析"。目前关于教育诊断的概念还尚不明确。微观的教学诊断与改进来源于教育诊断性评价,是教育诊断评价在教育不断深入发展的过程中出现的,属于教育研究中的新兴领域。课堂教学诊断与改进研究更多的是集中于教学效果的诊断评价研究,对职业学校的课堂教学质量诊断与评价研究还处于初始阶段。
＂Diagnosis＂ originates from medical terminology,which is divided into two steps of ＂diagnosis＂ and＂break＂. Applying the word＂diagnosis＂to classroom teaching is called＂classroom teaching diagnosis＂,also known as＂teaching site analysis＂. At present,the concept of educational diagnosis is not clear. Micro-diagnosis and improvement of teaching comes from diagnostic evaluation of education,which emerges in the process of the development of education and belongs to the new field of educational research. Classroom teaching diagnosis and improvement research is more focused on the teaching effect of the diagnosis and evaluation of research,the quality of vocational school classroom teaching diagnosis and evaluation research is still in the initial stage.
作者
陈莹
CHEN Ying(Changzhou Technical Institute of Tourism and Commerce,Changzhou 213032,China)
出处
《黑龙江科学》
2018年第21期42-43,共2页
Heilongjiang Science
基金
江苏省职业教育教学改革研究立项课题"基于大数据的课堂教学诊断评价研究"(ZZZ27)
关键词
职业学校
课堂教学质量
诊断
改进
Vocational school
Classroom teaching quality
Diagnosis
Improvement
