Abstract Taking in-service senior high school chemistry teachers as the research objects, this paper studied their classroom teaching diagnostic ability through questionnaires and interviews. The study found that teachers' classroom teaching diagnostic ability were wholly at upper middle level, although teachers had no systematic understanding of classroom teaching diagnosis, they had classroom teaching diagnosis behavior in the dimensions of teaching content diagnosis, knowledge and skills diagnosis, teacher-student interaction diagnosis. Teachers only understood the surface of classroom teaching diagnosis and had a narrow target. Teachers' classroom teaching diagnosis ability had significant differences in different types of schools, school age and title, which influenced by internal factors such as diagnostic awareness, teaching experience, occupational languor and external factors such as faculty, diagnostic atmosphere and students. This article put forward suggestions on improving the diagnosis ability of chemistry teachers in senior high school from the aspects of teachers, schools, education departments.
FENG Ying, LI Jia, WANG Hou-Xiong. Influencing Factors of Classroom Teaching Diagnostic Ability of Senior High School Chemistry Teachers[J]. , 2016, 37(5): 43-48.
