Comparative Case Study Of Different Levels Of Pre-service Mathematics Teachers In Instructional Design And Development Capability

With the deepening of teacher professional development research,the training of pre-service teachers of instructional design capacity gradually to attention.But mathematics is concerned,case studies,pre-service teachers of mathematics teaching design capability and development is still in its infancy,before the study-service teachers of Mathematics Instructional Design and Development is necessary.Thus,the case of mathematics teaching design capability and the development of this paper,the main study comparing pre-service teachers.The study,master's students and one a senior Teachers of Mathematics Education in Normal College Institute for the study,using case studies,interviews,classroom observation and comparative law,from the mathematics teaching objective design capability,mathematics content design capacity,qualitative analysis of mathematics teaching evaluation design capacity by three aspects.The setting for this paper the following research questions: how two pre-service teachers of mathematics teaching design capability? Two pre-service teachers of mathematics teaching design capability similarities and differences? Two pre-service teachers in mathematics teaching design capability development paths similarities and differences? Finally,the following conclusions: the name of education graduate students have a certain conceptual knowledge of mathematics teaching design,mathematics teaching design and procedural knowledge of mathematics teaching design faith.The senior normal school students have a certain degree of conceptual knowledge of mathematics teaching design,mathematics teaching design and procedural knowledge of mathematics teaching design faith.Differences two pre-service teachers of mathematics teaching design capability focused on conceptual design knowledge of teaching objectives,teaching content design and evaluation of procedural knowledge and instructional design faith.Two pre-service teachers of mathematics teaching design capability development paths are different and too simple.For the above conclusions the following recommendations: pre-service teachers should strengthen the teaching of mathematics related to the design principles of learning.Pre-service teachers should improve their metacognitive knowledge mathematics teaching design.Teachers' College should carry out a comprehensive pre-service teachers in pre-specific activities designed to cultivate the ability of teachers teaching mathematics.