A Design Research On Training Of Mathematics Pre-service Teachers’ Reflection Ability

In order to improve the ability of teaching reflection of pre-service mathematics teachers,a video resource bank is established in this study.We aim to help pre-service teachers learn how to reflect so as to continuously develop their teaching skills.Based on the video-base resource bank,pre-service teachers know how to improve their skills by observing,analyzing and refining their teaching video.The research mainly consists of the following parts:Firstly,we make an investigation on the former studies of the difficulties in microteaching,reflection of pre-service and video application in teacher education :The former study showed that the difficulties in microteaching are weaker in teaching reflection for inexperienced teaching and poor guide,and pre-service teachers‘ reflection is in lower middle level.On the basis of the theory about the reflection of pre-service and video application in teacher education,the reflection capability must be defined,which is divided into three parts: to put forward questions,present new strategies,and seek for theoretical support.We design five principles for establishing the video-base resource bank.They are purposeful,targeted,hierarchical,normalization and matching.In terms of these principles,the structure of the resource bank is designed.It mainly includes two sections: learning and reflection of the teaching skills.The learning part includes single-item teaching skills,process ones and comprehensive ones.The reflection part is to develop their reflections in view of strains of new teachers,mathematics knowledge,instructional strategies and learning of students.Secondly,The teaching videos and their background information of <Zero of function>,<Real number>,<Curves and equation> and <Rotation transformation> are collected.The video resource webpage is made by software Dreamvaver after the transcription,clipping and merging of the video.Thirdly,two instructional Strategies are used in the pre-services‘ learning of microteaching theory.They are example-rule and rule-example.A structural reflective journal helps pre-service teachers to raise questions,analyze questions and seek for the theory.A multi-assessment strategy is used to improve the activies.Fourth,In order to describe the features of the reflection process of pre-service teachers and assess the effect of the resource bank,we get the data based on these reflections journal.The reflective journal be analyzed by the content analysis method.We focus on teaching skills,perspectives of analyzing questions,types of theory.8 reflective journals are selected as cases to be analyzed.About 367 teaching questions arequantified from 235 reflective journals of 47 pre-service teachers.Among them,first is single-item teaching skills,next is process teaching skills,and the last is comprehensive teaching skills.Questionnaire demonstrated that the most common way to prompt teaching questions is the comparison of self video and experienced teachers video,next is to observe the self video only,and the last one is peers‘ reminding.The most pressing issue which they are facing is strain.They attribute their teaching questions to prior knowledge,instructional Strategies,role(students or teachers).91% of pre-service teachers‘ capability to analyze questions lie in depth one and depth two.But,only one third of reflection journal provide theoretical source of strategies.This indicates the ability to link the theory and practice is still low.Case study reflected that the teaching questions can be identified by pre-service teachers.Four changes are found in analyzing the questions.The pressing of strain is reducing,teaching strategies become more and more refine,rich and operational;the focus shifts from teachers themselves to students;knowledge understanding become more and more specific.The cases about the specific math project become the most popular resource of strategies.Fifth,the questionnaire is used to evaluate the impact of resource bank on pre-service teachers‘ reflection.Pre-service teachers were satisfied with the content and structure of the resource bank and believed that video resource helped them enhance teaching skills.Based on these,three types of videos will be added into resource bank in the future.They are pre-service teachers teaching videos,math thinking of students videos and different structure for the same lesson videos.Three types of training Strategies need adjustment: train pre-service teachrs to describe a event in videos,demonstration of analysis questions from multiple perspectives,and prompt out the way of linking practice to theory clearly.