Study On Strategies Of Primary School Teachers' Teaching Design Improvement

Instructional design is an important part of teachers' teaching work.As an expression of teachers' teaching concepts and teaching ideas,it is not only a breakthrough point for deepening internal reforms in schools,but also a key point for the smooth implementation of new curriculum reform.Instructional design ability is an important manifestation of teachers' professional qualities.Studying the teaching design ability of first-line primary school teachers can further enrich and improve its connotation and extension,help primary school teachers establish correct teaching design concepts,and promote their teaching design ability.Improve and optimize classroom teaching results.This study selected language and mathematics teachers at a public elementary school in the urban area of Zhengzhou City as the survey subjects,and selected literature analysis,questionnaire surveys,classroom observations,and interviews as the main methods to carry out research.The investigation and analysis were conducted on the current status of primary school teachers' teaching design capabilities.From the instructional design aspect,three representative links,ie,classroom introduction,group cooperation,and class evaluation language,were selected as the starting point for the analysis,combined with specific classroom examples for analysis and presentation.The ability of instructional design is at a general level.There are many problems in the teaching design process that need to be resolved.In general,teachers' understanding of instructional design is still biased,the ability to grasp the specific links in instructional design behavior is still lacking,and the related training participation in instructional design is not enough,and the awareness of teaching design ability training is not strong enough.Starting from the specific aspects,teachers in the classroom introduction link have the problems of poor time control,lack of motivation,and lack of guidance skills.In the group cooperation,there are problems with unreasonable content setting,lack of full staff,and inadequate teacher guidance.In the classroom assessment language,there are problems such as lack of pertinence of language,empty language,and insufficient knowledge literacy.Through further analysis of questionnaires and interviews of primary school teachers,it is concluded that the main factors affecting the development of primary school teachers' teaching design ability are the teacher's own factors,lack of pre-service teacher training courses,poor quality of post-service teacher training,and lack of education system and school management.Improve these aspects.Therefore,combined with the development characteristics of primary school teachers,suggestions were made from the four aspects of teacher self-reflection learning,pre-service teacher education curriculum reform,teacher training improvement,and school-related action research.Specifically,teachers included in-depth learning related theories to enhance their own teaching design.Literacy;higher normal colleges and universities add teaching design courses,reasonable arrangements for practice time;education departments and learning to change the training methods,pay attention to improving the quality of training;carry out action research based on primary school teachers' teaching design ability.The aim is to provide direction and effective guidance for the improvement of primary school teachers' teaching design ability,so as to achieve the purpose of teaching and designing the teaching of teachers in order to improve the effectiveness and quality of classroom teaching in primary schools.