Evidence-based Classroom Diagnosis:Value Implication,Element Struc-ture and Action Logic
Classroom diagnosis is an important means to improve the effectiveness of classroom teaching.An examination of traditional classroom diagnosis reveals such limitations as diagnostic standards being constrained by individual subjective experi-ences,lack of diversity in the composition of diagnostic agents,and a deficiency in inductive awareness during the diagnostic pro-cess.Evidence-based practice offers an analytical perspective that integrates the connotation,elements and development of class-room diagnosis.Evidence-based classroom diagnosis has the practical value of enhancing teachers'evidence-based awareness and ability,optimizing teachers'teaching behavior,and promoting the transformation of practical knowledge.It is composed of three elements:"research community""diagnostic evidence"and"classroom context".The classroom teaching slice diagnosis is a typical example of evidence-based classroom diagnosis with its action logic mainly divided into four stages:observing lesson and identifying qualitative question,refining experiences and summarizing evidence,following the evidence to diagnose the class-room,and updating the evidence to create knowledge.
being evidence-basedevidence-based practiceclassroom diagnosticsclassroom teaching slice diagnosis
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