Research On The Current Situation And Influencing Factors Of Instruction Design Competence Of Normal University Students Majoring In Special Education

Instructional Design Competence is an important component of teaching ability,and the mastery of instructional design competence of Normal University Students Majoring in Special Education directly affects the teaching quality of special education schools.The "Standard for Teachers’ Professional Ability of Normal University Students Majoring in Special Education(Trial implementation)" also clearly states that the competence to design instruction is one of the abilities they must master.However,the current research on instructional design competence in China has not yet focused on the group of Normal University Students Majoring in Special Education.Therefore,this article will investigate the current situation and influencing factors of instructional design competence of normal university students in special education based on the perspective of teacher ability.The research is divided into two parts.The first part is a survey of the current situation of instructional design competence.The researcher compiled the "Questionnaire on the instructional design competence of normal university students in special education.",and conducted a survey of 491 normal university students in special education.The research results are as follows: 1.The overall status of instructional design competences.The overall teaching design competence of normal university students in special education is above the middle level.2.The development among the dimensions of instructional design competencies was uneven,from low to high,namely instructional design knowledge,instructional design skills,and instructional design disposition.(1)In terms of instruction design knowledge.Students majoring in special education are at a high level in teaching strategy knowledge and teaching evaluation knowledge;The knowledge of teaching objectives and students’ knowledge is above the middle level;Course knowledge is at a lower middle level.(2)In terms of instruction design skill.Students majoring in special education are at a high level in teaching process design;Teaching content design,learning situation analysis,teaching goal design,teaching strategy design,and teaching evaluation design are above the middle level.(3)In terms of instruction design disposition.Students majoring in special education have a high level of fairness in teaching and expectations of students’ learning.3.There are significant differences in the instruction design competence of normal university students in special education in high school liberal arts and sciences,school level,whether to attend or not teaching design courses,internship methods,internship duration,employment orientation,and other variables;There were no significant differences in gender,type of normal school students,and specialty orientation variables in special education.The second part is a study on the factors affecting the instructional design competence,using questionnaire and interview methods.Firstly,the researcher compiled the "Questionnaire on the factors influencing the instructional design competence of normal university students in special education",which surveyed 491 students majoring in special education.Subsequently,the researcher compiled an interview outline and selected 12 students majoring in special education for interviews.The results showed that: 1.Normal students’ own factors have a significant positive predictive effect on the overall and skill dimensions of instruction design competence,but the internal factors in own factors have no significant predictive effect on the two dimensions of knowledge and disposition.2.The curriculum factors of training institutions have a significant positive predictive effect on the overall and various dimensions of instructional design competence of normal university students in special education.3.The internship school factor has a significant predictive effect on the skill dimension,while the teaching teacher has a significant positive predictive effect on the overall instructional design competence and the two dimensions of knowledge and skills,but has no significant predictive effect on the instruction design disposition.4.The interview results generally support and supplement the questionnaire results.In response to the above findings,this study proposes the following recommendations: 1.Students majoring in special education need to improve their learning initiative and obtain resources to develop their instructional design competence;Reflect on teaching issues from multiple perspectives to promote the improvement of instruction design competence;Learn to self-adjust and ensure the quality of instructional design.2.Training institutions need to enrich the teaching team of instructional design courses,optimize the content of instructional design courses,and adjust the program of educational practice.3.Internship schools should establish a shared library of instructional design resources,standardize the management mode of educational practice,and strengthen the cultivation of post-job instructional design competence.