The Research On Instructional Design Competence Of Mathematics Normal School Students

Along with the basic education curriculum reform to promote and implement and teachers’ professional development, teaching design ability by more and more attention, become the core of the teaching ability of teachers and students in normal colleges and universities future entrants to the core competence from teaching, teachers only with the good teaching design ability, in order to ensure the smooth development of the teaching work in the future. The author through the consult literature and found that many of the research on the instructional design competencies, but research on normal college students’ teaching ability of design and combination of teaching design and mathematics is studied less. Therefore, the research on college students ability of teaching design is to meet the practical needs of.In this paper, we study the teaching design ability of college students in normal universities, using three research methods, literature research, questionnaire survey and interview. First of all, through reading the literature, the teaching design, mathematics teaching design, mathematics teaching design ability, teaching design ability of normal students are reviewed, and the related concepts are defined. Then, from the "teaching design related courses", "the teaching design of the overall understanding of the situation", "teaching content analysis ability, the ability to develop teaching objectives", "learning situation analysis ability", "teaching strategy ability" and "the teaching process design ability, teaching evaluation ability" eight, "the preparation of mathematics teachers and teaching design ability questionnaire", through the questionnaire survey to get students the ability of teaching design of mathematics teachers is:(1) The majority of students are not satisfied with the school teaching design course teaching, the main reason is: the teacher’s teaching way is single, the traditional the teachers pay too much attention to the theory, from the actual situation, cooperation and communication between teachers and students is too small. Most normal students think that teaching practice is the most effective way to improve teaching design ability.(2) The majority of college students that teaching design is to design steps of classroom teaching activities, the emphasis and difficulty of teaching analysis, mathematical knowledge contains the mathematics thought and the method of analysis of students’ learning situation analysis is difficult, in the actual process of teaching design can not very well the requirement of the new curriculum into the teaching design, and need to refer to the teaching design of others.(3) The majority of normal students on "process and method" and "emotion, attitude and values" understanding and master degree is inferior to "knowledge and skill", in the design of teaching aim will be the three-dimensional teaching objectives, but the analysis of "knowledge and skills" more grasp.(4) The lack of attention and analysis of physical and psychological characteristics and individual differences of students in most normal school students.(5) Most of the normal students think that they can according to the specific teaching content and the actual creation of the problem situation.(6) Most of the students think that they can master the difficulties of students’ learning, but can not form a breakthrough in students’ learning difficulties.(7) Most of the normal students think they can reasonably arrange the teaching of each link, basic can make appropriate classroom teaching strategies, design the appropriate mode of teacher-student activities, put forward the question of inspiration.(8) Most of the normal students use a summary evaluation of their own teaching design evaluation, the results of the students as an important standard for teaching evaluation. Then through interviews, combined with the teaching design of normal students, the ability of teaching design of mathematics teachers and further analysis, it was found that:(1) Normal school students know what are the key links in the teaching design, but in teaching design to design teaching process as the most important.(2) Normal students have some ideas of new curriculum teaching design, but it is difficult to guide the actual teaching design, and can not complete the whole process of teaching design independently.(3) The research ability of the normal school students is weak, the analysis of the content of the teaching and the analysis of the teaching goal should refer to the network resources, and lack of their own thinking and analysis.(4) The analysis of the situation of normal school students is not comprehensive, the main analysis of the students have the knowledge base.(5) The design of the teaching process of the normal school students can not be completed independently, which needs to refer to the existing teaching plan.(6) The students’ understanding of the teaching evaluation is not accurate, and the teaching evaluation ability is low. Finally, some suggestions are put forward to improve the teaching design ability of the normal students in the following points:(1) The university needs to adjust the teaching mode, and the theory with practice.(2) Educational practice units need to strengthen the guidance of teaching design for normal students.(3) Normal university students should establish the consciousness of lifelong learning and self reflection.