A Phased Approach to Promote and Form Teacher’s Teaching Diagnostic Ability
Dong Yang

Abstract
Classroom teaching diagnostic ability refers to teacher’s ability in finding and judging both student’s possible emerging problems and real problems during the teaching process, then analyze the causes of the very problems and hence make the improvement project, usually include three stages: acquaint, practice and formation. In this text, we try to discuss classroom teaching diagnostic ability in all-around manner by cutting the class into three part as pre-class, in-class and after-class; from the perspective of three dimensionalities: knowledge and skills, process and method, emotional attitude and values; and two angles like teaching situation and learning situation. We hope to make a contribution to teacher’s professional development, teacher’s quality improvement and teaching ability perfection.

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