The Status Quo And Countermeasures Of Chinese Teachers’ Teaching Design Ability Based On "Professional Standards For Secondary School Teachers (Trial)"

Instructional design is an important part of teachers’ teaching work,and instructional design ability is an important manifestation of teachers’ professional accomplishment.The study of teachers’ instructional design ability not only helps to enrich the professional development theory of teachers and promote the professional development of teachers more quickly,but also can effectively optimize classroom teaching effects and cultivate students’ all-round development.On February 10,2012,the Ministry of Education issued the first domestic pilot professional standards for secondary school teachers,namely,"Professional Standards for Secondary School Teachers(Trial)".Afterwards,most of the studies on this set of standards are document interpretations.There are few researches on practical applications.Therefore,this study is based on the definition of the “professional competence” issued by the Ministry of Education on the teaching design ability,and the corresponding questionnaires are designed to investigate.This paper analyzes the current situation of the development of the teaching design ability of middle school language teachers in Nanchang City,and discusses the countermeasures for the development of junior middle school language teachers’ teaching design capabilities.In this study,80 middle school teachers in Nanchang were interviewed by questionnaires and interviews.The conclusions of data materials were summarized:The design ability of Chinese language teachers in middle schools is generally at an upper middle level.The design ability of Chinese language teachers in middle schools is generally in the middle and upper level.Among them,the scientific design of teaching objectives and teaching plans,the rational use of teaching resources and methods to design the teaching process are two dimensions of the development of the ability to better guide and help middle school students design a personalized learning plan.Ability also needs to be improved.The following problems were found: lack of attention and popularization of relevant contents of "Professional Standards(Trial)";instructional design showed procedural and linear characteristics;teachers lacked their own thinking when using teaching resources;teachers’ teaching ability was weaker There is a group difference between teachers’ reflection on teaching design and development consciousness.The reasons for these problems are both subjective and objective factors.In response to the existing problems,the following five countermeasures are proposed: First,Chinese language teaching and learning design aims at training and mastering the knowledge of Chinese pedagogy;Second,strengthen the study of language teaching design theory and improve the professional quality of language teachers;Third is to improve Chinese teachers’ design of modern teaching.The level of understanding;Fourth,teachers establish awareness of reflection and development,and promote the initiative of teachers;Fifth,establish the concept of lifelong learning,and constantly improve themselves.