教学诊断能力是教师需要具备的关键能力之一（Klug，2015）。诊断学生的学习行为是教师需要完成的核心任务之一（Kukla，2009）。

本文通过比较实习前后职前英语教师的教学诊断能力，探究职前英语教师实习后的教学诊断能力是否发生变化，如果是，发生了什么变化；如果没有变化，是什么原因；以及如果发生变化，实习期间影响职前英语教师的教学诊断能力的因素有哪些。本研究中职前英语教师的教学诊断能力包括职前英语教师的教学诊断知识，教学诊断技能以及教学诊断专业自我概念。其中职前英语教师教学诊断技能包括教师关注、教师推理和教学诊断准确性。职前英语教师教学诊断专业自我概念包括教学诊断态度，教学诊断动机以及教学诊断自我效能感。研究对象为30名职前英语教师。本研究采取量化研究和质性研究相结合的研究方法。研究工具主要包括教学诊断知识测试，教学诊断表，教学诊断专业自我概念问卷以及访谈提纲。

研究结果表明：实习后职前英语教师的教学诊断能力发生了变化。实习中教学诊断知识得到了积累；在教学诊断技能方面，职前英语教师教学诊断准确性得到了增强，教学诊断活动中教师关注的数量增多、更加全面，对学生语言技能、语言知识、文化知识、思维各方面表现的关注更加均衡。教学诊断活动中教师推理数量增多，更加全面，描述、评价、解释、决策制定各类别的推理更加均衡。在职前英语教师教学诊断专业自我概念方面，实习后职前英语教师对教学诊断的态度无明显变化，而教学诊断动机和自我效能感得到了增强。实习中，真实的教学情境，教学诊断实践，科研学习，指导教师的帮助，职前教师个人意愿等因素都会影响职前英语教师的教学诊断能力。研究结果对职前英语教师教学诊断能力的培养和教师教育方面有一定的启示。

Diagnostic competence is one of those key competences concerning the competences that teachers need to require (Klug, 2015). Diagnosing students’ learning behavior is one of the core tasks that teachers need to have (Kukla, 2009).

By comparing the teaching diagnostic competences of pre-service English teachers before and after the internship, this study explores whether the teaching diagnostic competences of pre-service English teachers have changed after the internship, and if so, what the changes are, if not, what the reasons are, and then the study explores the factors that affect the teaching diagnostic competences of pre-service English teachers during the internship if there are any changes. The teaching diagnostic competences of pre-service English teachers in this study focus on pre-service English teachers’ teaching diagnostic knowledge, teaching diagnostic skills, and teaching diagnostic professional self-concept. Among them, the teaching diagnostic skills of pre-service English teachers include teacher noticing, teacher reasoning and teaching diagnostic accuracy. The professional self-concept of pre-service English teachers’ teaching diagnosis includes teaching diagnosis attitude, teaching diagnosis motivation and teaching diagnosis self-efficacy. The research participants are 30 pre-service English teachers. This study adopts a combination of quantitative research and qualitative research methods. The research tools mainly include teaching diagnostic knowledge test, table of teaching diagnosis, teaching diagnostic professional self-concept questionnaire and interview outline.

The results show that the teaching diagnostic competences of pre-service English teachers have changed during internship. The teaching diagnostic knowledge has been accumulated in internship; In terms of teaching diagnostic skills, the accuracy of pre-service English teachers’ teaching diagnosis has been enhanced. The number of teaching diagnostic noticing in teaching diagnostic activities has increased and teachers’ noticing has become more comprehensive and pre-service teachers have a more balanced noticing on language skills, language knowledge, cultural knowledge and thinking. The number of teachers’ reasoning has increased, which is more comprehensive, and the reasoning of description, evaluation, explanation and decision making is more balanced. In terms of professional self-concept of teaching diagnosis, the attitude of pre-service English teachers to teaching diagnosis has no significant change after the internship, but the motivation and self-efficacy of teaching diagnosis have been enhanced. In internship, the real teaching situation, teaching diagnosis practice, scientific research and learning, pre-service English teachers’ personal willingness, and the help of instructors can affect the teaching diagnostic competences of pre-service English teachers. The results have certain implications for the cultivation of pre-service English teachers’ teaching diagnostic competence and teacher education.