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课堂诊断,顾名思义是指对课堂进行观察、分析、评价以及在此基础上作出诊断性意见。课堂诊断是为了更好地反哺课堂,通过诊断达成共识,发现并找到解决问题的方法,以进一步指导教学实践。这对于促进教师专业成长,带动课堂效益的整体提升具有导向作用。什么样的课才是师生心目中的“有机”课?我们又应如何进行再归纳和再升级?一千个人眼中有一千个哈姆莱特,用既定框架定义,不是课程本义。课堂应该是开放的,要兼容并蓄;是动态真实的,有阴晴
Class diagnosis, as the name suggests, refers to the classroom observation, analysis, evaluation and on this basis to make a diagnostic opinion. Classroom diagnosis is to better feed the classroom, reach a consensus through diagnosis, find and find ways to solve the problem, to further guide the teaching practice. This has a guiding role in promoting the professional growth of teachers and boosting the overall improvement of classroom effectiveness. What kind of class is the “organic ” class in the minds of teachers and students? How can we conduct further reorganization and re-promotion? One thousand people in the eyes of Hamlet, with the established framework, not the original meaning of the course. Classroom should be open, inclusive; dynamic and true, there are clear and cloudy