The Theoretical Construction And Action Research Of Mathematics Research Courses For Normal Students

If the previous teacher educational curriculum reform is the internal demand of improving the curriculum quality of normal university,current one is not only the external pressure of improving the curriculum quality of normal university,but also the opportunity and challenge of teachers who are responsible for teacher educational curriculum with the gradual advancement of new teacher qualification system in our country.This study is an action research in the field of teacher educational course teaching."Lesson Study" is regarded as an important way of improving teachers' professional ability by foreign scholars and has drawn the attention of Chinese scholars in recent years.Besides,the comparative study with existing teaching mode of our country and the practice research applied to after-occupational teachers' professional development also appeared.Based on the related literature,this research focused on the dynamic teaching research process of meta language,tending to be translated as "the study of the lesson" Then it combined with the characteristics of mathematics and pre-service teachers,and it defined the concept of pre-service teachers' mathematics lesson study through programmatic definition from the purpose,subject,content,orientation and so on.On this basis,the relevant theoretical basis was integrated to establish the framework and content of pre-service teachers' mathematics lesson study.Finally,62 pre-service teachers who were enrolled in 2013 were selected as study objects for mathematics lesson study,which was carried out in three rounds and lasted 14 weeks.This study adopted a mixed research method that combined quantitative research and qualitative research to explore the influence of mathematics lesson study on the teaching design,teaching practice and teaching confidence of pre-service teachers.The data source of quantitative study came from the scores according to teaching design and teaching practice standard,pretest and post-test of teaching confidence questionnaire as well as statistical results of lesson study questionnaires.Qualitative research information came from the research of open-ended questions,class observation notes,video analysis in lesson study questionnaires,weekly teaching reflection of normal university students,as well as semi-structured interviews after their mathematical lesson study.The practical results and analysis of mathematics lesson study of pre-service teachers were given based on quantitative data and qualitative data.The result of this research was the positive effect of mathematics research on teaching design,teaching practice,and the teaching confidence of pre-service teachers.The specific research results were as follows:first,their pedagogical content knowledge had been significantly improved,especially in the aspect of teaching design.After mathematics lesson study,students were able to have a teaching design consciousness to carry out the analysis of teaching materials,learners and teaching activities,and improve teaching design consciousness continuously.They generally had relatively profound understanding of ten given topics,being capable to represent teaching content from different aspects,and focused on the presupposition of learning difficulties.Second,the basic competency of teachers had been significantly improved,especially in the teaching practice,including the improvement of expression ability,basic skills that reflecting organizational teaching of introduction,questioning,feedback,etc.Significant progress of aspects like blackboard writing and course ware control were as well as obvious changed.Third,in the process of teaching design and teaching practice,the pre-service teachers changed from "focusing on teaching" to "focusing on learning".Fourth,not only were the awareness of team cooperation and consciousness of teaching reflection had been improved,but also the method of basic teaching observation and teaching evaluation were mastered.The innovation of this study mainly includes the following aspects.Firstly,as to theoretical innovation,lesson study is generally applied to after-occupational teachers'professional learning by domestic and foreign researchers.In the past ten years,rich materials and cases have been accumulated,constructing the basic theory of related lesson study.This study applied it to teacher education to be integrated with mathematical education curriculum,defining the connotation of college students'mathematics lesson study and constructing the framework and content of their mathematics lesson study,which is conductive to enrich the existing theory and lesson study.Secondly,respecting the method innovation,domestic and foreign researches related to lesson study generally used qualitative research methods,laying particular emphasis on the construction of lesson study mode,while this study used the mixed research method combining quantitative research and qualitative research and draw the conclusion based on the mutual evidence of quantitative data and qualitative results.Applying this mixed research method has broken through the existing research methods to a certain extent.Finally,in the aspect of application innovation,the advancement of the exploration and practice of after-vocational teachers' professional learning in different regions and learning periods has been realized in the decades from the international lesson study meeting till now.The lesson study of pre-service teachers in this research aims at those majoring in mathematics and applied mathematics.As a kind of teaching methods of teacher educational courses,it can be applied to the teaching domain of whole nominal university pedagogical course teaching through mutual learning from other normal universities and different disciplines.In view of the limitations of the research and the understanding of lesson study theory,this paper proposed the improvement of lesson study process as well as suggestions for further research in the end.