运用调查与实验的方法,以175名来自不同类型中小学校的数学教师为被试,研究教师教学问题诊断能力及其影响因素。结果表明:(1)整体上,中小学教师的教学问题诊断能力比较低,而且中小学教师之间,不同类型学校的教师之间不存在显著差异;(2)教师在教学目标方面的教学问题诊断能力显著低于教学内容、教学方法、师生互动三个方面的教学问题诊断能力;(3)教师的一般性教学问题意识、教师的条件性知识和实践性知识对其教学问题诊断能力有显著的预测作用。 Using the methods of investigation and experiment, 175 math teachers from different types of primary and secondary schools were used as subjects to study the teaching ability of teachers and its influential factors. The results show that: (1) Generally speaking, primary and secondary school teachers have relatively low ability to diagnose teaching problems, and there is no significant difference between primary and secondary school teachers and teachers of different types of schools; (2) Teachers’ teaching problems in teaching objectives The ability to diagnose is significantly lower than that of teaching content, teaching methods, teacher-student interaction; (3) The teacher’s general awareness of teaching problems, the teacher’s conditional knowledge and practical knowledge of their ability to diagnose teaching problems Significant predictive effect.