Comparative Study Of The Teaching Design Of The Pre Service Mathematics Teachers And Experienced Mathematics Teachers

A good teaching design is a necessary prerequisite for a good teaching and the quality of teaching design plays a vital role in determining the effectiveness of classroom teaching. In recent years, our country has stepped up efforts to train middle school math teachers and payed more attention to their professional developments. Through guiding and supervising secondary school math teachers with various forms such as training and quality class competitions to improve instructional design capabilities, it has also achieved outstanding results regarding the training tasks for secondary school teachers. Students majoring mathematics in Higher Normal Colleges and Universities(i.e. "pre-service mathematics teachers" in this study) are the backbone for future middle school mathematics education, their ability of mathematics teaching profoundly influences the future classroom teaching level. At present our country’s pre-service math teacher training work is mainly assumed by higher normal colleges and universities, which adopts course study as the main method to cultivate pre-service math teachers, while theory study and teaching practice are arranged at different stages. Although Higher Normal Colleges and Universities have intentionally aimed at culminating pre-service math teachers’ teaching design capacity, various problems still exist due to various external reasons. In order to better improve pre-service math teachers’ teaching design ability,we must extend a systematic analysis of the teaching design by pre-service math teachers, and try to find out what are the real problems of their mathematics teaching design,then put forward effective solutions to these problems.Methods in this study include: literature analysis, video analysis, text analysis and case analysis. This study analyzes characteristics and differences of teaching objectives design and teaching processes design of empirical math teachers and those of pre-service math teachers. I found that these differences mainly manifest in the following aspects: the main body of teaching goals, the presentation of teaching objectives, the design of leading-in questions, the design of teaching activities, summary of the class design and the structure of classroom design between experienced mathematics teachers and pre-service math teachers. I further sum up the problems in the teaching objectives and teaching process design of pre-service math teachers. The author in this paper suggested that pre-service mathematics teachers should should pay attention to those aspects in the teaching goal design:(1) the teaching goal design should point to the change of the students,(2) the design of teaching objectives must be clear and specific,(3) the design of emotional attitude and values should grasp small amplification, and provide general grammatical "three-dimensional teaching target" structure for the references of pre-service math teachers; The author also recommended that pre-service mathematics teachers in the teaching process design, should notice these aspects:(1) the way of class leading-in should be flexible to adapt to the needs of specific subject,(2) the design of teaching activities should have the characteristic of interest, process, openness and operability,(3) the summary design should provide the comprehensive knowledge and encourage students’ participation. In terms with the cultivation of pre-service teachers in higher normal colleges, we should:(1) open the design course of middle school mathematics teaching,(2) enrich training forms of teaching design and increase the internship opportunities,(3) carry out problem oriented teaching,(4) advocate case analysis in teaching.