课堂教学自我诊断：教师专业发展的核心能力

Self-Diagnosis of Classroom Teaching: the Core Competence for Teachers’ Professional Development

课堂教学自我诊断是教师通过对自己课堂教学过程中诸要素的“诊视”与“判断”，发现并总结经验，分析存在的问题并提出改进措施的一种方法和技能，诊断视角为人际关系、学习目标、学习内容、学习方法、学习环境、学习反馈等。课堂教学自我诊断，是教师专业化发展过程中必须具有的自我审视与自我完善的能力，也是教师专业核心能力，却是当前教师专业化发展的一个“短板”。只有提高教师课堂教学自我诊断能力，才能切实提高教师的教育教学能力、教学科研能力、自我反思能力、创新学习能力，从而提升教师专业能力，有效促进教师的专业化成长。

Self-diagnosis of classroom teaching is a method and skill for teachers to find and summarize experiences by themselves through ＂evaluation＂ and ＂judgment＂ on elements in their own classroom teaching activities， to analyze existing problems and to put forward measures for improvement. Diagnoses are made from many perspectives including interpersonal relation， learning objective， learning content， learning methods， learning environment， learning feedback， etc. Self-diagnosis of classroom teaching is an essential ability that teachers must possess for their self-examination and self-improvement in the courses of professional development， and it is also teachers’ professional core competence. However， it is the “short board” in teachers’ professional development nowadays. Only by enhancing teachers’ ability of selfdiagnosis for classroom teaching， can we effectively improve teachers’ teaching ability， teaching and research capability， self-reflection ability， innovation and learning ability， thereby improving teachers’ professional ability and effectively promoting teachers' professional growth.