Investigation And Research On The Status Quo Of Primary School Mathematics Teachers' Systematic Teaching Design Ability

The reform of the mathematics curriculum in the basic education stage is mainly carried out from the aspects of the nature of the curriculum,curriculum philosophy,curriculum objectives,curriculum content,curriculum implementation.Among them,curriculum implementation is the core link of reform,and teachers' classroom teaching activities are the most basic way of curriculum implementation.An effective classroom teaching design is a necessary condition for the success of teaching activities,so the ability of teachers' teaching design has become a key factor affecting the quality of education and teaching.As we all know,classroom teaching is a systematic activity composed of teachers,students,teaching environment and other elements,so teachers' teaching design capabilities should also be studied from a systematic perspective.The research is mainly divided into two parts:(1)Construct a model of teacher's systematic instructional design ability;(2)Investigate the status of primary school mathematics teachers' teaching design ability.Based on the“Systematized Instructional Design Model”proposed by Walter Dick and Lu Carey and the concepts and requirements of the reform of the basic education mathematics curriculum in China,a“Systematic Instructional Design Ability Model”was constructed.The model includes 4 first-level ability dimensions“teaching analysis ability,goal design ability,teaching development ability,evaluation and modification ability ” and 11 secondary capability indicators“ analyze learning needs,analyze learning tasks,analyze learners,analyze learning environment,analyze teaching goals,describe teaching objectives,develop teaching materials,develop teaching strategies,develop evaluation strategies,implement formative evaluation of instructional design and revise instructional design”.Through questionnaire,interview and case analysis,it is found that there are problems such as the the low level of teaching design ability of novice teachers,the lack of scientific rationality in the design of teaching goals,and the generally low ability of formative evaluation of teaching design.After analyzing the interview results,put forward the strategies of improving the teaching design ability of elementary mathematics teachers:improving the teaching design ability of novice mathematics teachers,strengthening the scientific and rational design of teaching objectives,and improving the ability of formative evaluation of elementary mathematics teachers.