Exploring The Prensent Condition Of Mathematics Teachers' Classroom Instruction Design Competence In Countruside Junior Middle School

In recent years, government and educational administrative departments at all levels attach great importance to the compulsory education in countryside. The countryside junior middle school education plays a very important role in rural compulsory education, and junior middle school teachers in countryside junior middle schools take most of the responsibility in education. Implementation of mathematics curriculum reform in compulsory education mainly depends on classroom teaching, which in turn relies on the effective teachers' classroom instruction design competence.Since the new mathematics curriculum of compulsory education implementats for several years, there still exist many omissions of teachers' instruction design competence.for example,most teachers still using traditional classroom instruction design.Therefore, this study tries to survey the present situation of mathematics teachers' classroom instruction design competence in countryside junior middle school.With a view to provide some references for the rural teachers' training, and then to facilitate the teachers' classroom instruction design competence of self improvement and perfection, and thus to ensure the smooth implementation of mathematics curriculum reform in compulsory education to some extent.The study can be divided onto two parts:the research on the classroom instruction design competence of the mathematics teachers in countryside junior middle schools; the research on the factors that affect the classroom instruction design competence of the mathematics teachers in countryside junior middle schools.Through the study and analysis of the classroom instruction design competence of the 60 junior middle school mathematics teachers in countryside, I find that the countryside junior middle school mathematics teachers' classroom instruction design competence is at an average level. To be specific:(1) can understand and implement the "curriculum" in teaching process, and teachers with longer teaching experience are more likely to implement the "curriculum";some teachers lack of awareness in instruction design,and most teachers still follow the traditional "subject-centered";(2) the ability in the analysis of teaching content is better, but still not comprehensive;the ability in analyzing the students is average;the ability to target the objective in teaching is average, and many teachers use of teaching requirements instead of teaching objectives;design ability of the teaching process is better,most teachers can use the teaching mode promoted in the "curriculum";the design and application of instructional media is at the average level evaluation ability is better.Through the study and analysis of the results of the investigation, I find that the factors that affect and constraint the classroom instruction design competence of the mathematics teachers in countryside junior middle schools may include:environment, teachers themselves, student factors, teaching materials and evaluation methods.The novelty of this study lies on the first time to conduct a comprehensive survey and analysis to the classroom instruction design competence of the mathematics teachers in countryside junior middle school.However,affected by conditions, due to the sample and others,there are some omissions in the paper,waite for correction.