CAJ | 학술논문

主体教学诊断学力是一种以教学诊断思维为核心，以教学与学习活动为基点，以发挥教师与学生的主体性为关键，以诊断教学与学习活动为途径的师生学习力、生存力与发展力的总称。提升主体教学诊断学力，一定要遵循“以人为本”的基本要求，坚持突出“人”的地位、彰显“人”的功能、发展“人”的价值等原则，并以马克思主义人学原理、教学病理学、中医诊断学和课堂生态学为理论依据，参照 Z 理论和 U 型理论的基本原理与要求，来构建动态平衡发展的课堂教学运行质态，以促进师生的共同发展。
주체교학진단학력시일충이교학진단사유위핵심，이교학여학습활동위기점，이발휘교사여학생적주체성위관건，이진단교학여학습활동위도경적사생학습력、생존력여발전력적총칭。제승주체교학진단학력，일정요준순“이인위본”적기본요구，견지돌출“인”적지위、창현“인”적공능、발전“인”적개치등원칙，병이마극사주의인학원리、교학병이학、중의진단학화과당생태학위이론의거，삼조 Z 이론화 U 형이론적기본원리여요구，래구건동태평형발전적과당교학운행질태，이촉진사생적공동발전。
Subject Teaching Diagnosis Competence focuses on teaching diagnosis thinking,takes teach-ing and learning activity as bases,gives play to teachers and students’subjectivity,and uses diagno-sing teaching and learning activity as the means,so as to improve the learning ability,survivability and development of teachers and students.In order to enhance the main teaching diagnosis compe-tence,it is necessary to follow the “people-oriented”basic requirements,adhere to the principle of“people”,highlight the function of “people”,and develop the values of “people”.At the same time, on the basis of Marxist human theories,teaching pathology,diagnostics of Traditional Chinese Medi-cine and classroom ecology,efforts must be made to construct a balanced dynamic classroom atmos-phere so as to enhance mutual development of both teachers and students with the theoretical refer-ence of the principles and requirements of Z theory and U theory.