A Study Into The Development Of The Pre-service Teachers' Mathematics Instructional Design Ability

Education is an important factor for one country's development and social progress.Teachers' instructional design ability of is an important reflection of their specialty.In view of the new mathematics curriculum standards continuously strengthen to the requirement of teachers' instructional design ability,research on preservice mathematics teachers' instructional design ability has important significance on the teacher professional development and modernization of education.Therefore,this paper studied three questions: 1.In the early stage of learning mathematics education,what is the performance of pre-service teachers in mathematics instructional design? 2.In the middle stage of learning mathematics education,how does the pre-service teacher's mathematics instructional design ability change? 3.In the later stage of learning mathematics education,how does the pre-service teacher's mathematics instructional design ability change?Through coding and analyzing fifty pre-service teachers' instructional designs in three different stages,the following conclusions are obtained by means of content analysis,case study and interview.The pre-service teachers' mathematics teaching design ability are all in the basic grasping level at the three stages,the overall ability level has not changed.However,the level in each dimension varies at different stages.1.In the first stage,pre-service teachers performed well in students' knowledge,knowledge of teaching objectives and knowledge of teaching strategies;the performance of curriculum knowledge is poor,and the performance of evaluation knowledge is the worst.Most of the pre-service teachers are proficient in students' knowledge and teaching strategy knowledge.The majority achieve the basic mastery level in the curriculum knowledge and teaching objectives knowledge and several preservice teachers have not mastered in the evaluation knowledge.2.In the second stage,the performance of pre-service teachers in curriculum knowledge,student knowledge,teaching objective knowledge and teaching strategy knowledge deteriorates,and the progress of the knowledge shown above is evaluated.There was an increase in the proportion of those who were proficient and those who were not,and a decrease in the proportion of those who were basically proficient.The teaching design ability of pre-service teachers changes during the learning process of mathematics education theory curriculum,which mainly affects the development of curriculum knowledge and teaching objective knowledge.3.In the third stage,pre-service teachers' performance in five knowledge dimensions rebounded,but only the knowledge of teaching objectives and the performance of evaluation knowledge exceeded the first stage.The proportion of people with proficiency level increased,while the proportion of people with basic and non-proficiency levels decreased.The teaching design ability of pre-service teachers changes during the teaching practice,which mainly affects the development of teaching strategy knowledge and evaluation knowledge.In view of the problems existing in the research,this paper put forward some suggestions on the development of instructional design ability: pre-service teachers should make solid theoretical study,learn from expert teachers' design,and improve their instructional design ability in deliberate practice.