Exploring The Present Condition Of Elementary Mathematics Teachers' Classroom Instructional Design Competence With The Use Of New Curriculum

The implementation of new curriculum is the key issue in the process of elementary schools mathematics curriculum reform. The fundamental approach is the improvement of the instruction design in the classroom. This is a key point of a successful classroom teaching. Therefore the competence of elementary mathematics teachers is the most important factor that affects the quality of classroom teaching, which also restricts the reformation of the mathematics curriculum. According to the present situation of classroom instruction design competence of elementary mathematics teachers and its causes we can enforce effective training to teachers, assisting them to form a systematic and holistic teaching concept. And it also facilitates teachers to combine their theory and practice harmoniously, advances the self-improvement of teaches' competence of classroom instruction design. Then it will provide some opinions to amend the mathematics curriculum standard and the mathematics textbooks and give promise to the implementation of curriculum reformation.This paper is mainly divided into two parts: (1) An exploration to the present situation of classroom instruction design competence of elementary mathematics teachers;(2) An exploration to the contributing factors of classroom instruction design competence of elementary mathematics teachers.Through comparing and analyzing to 181 classroom instruction design of elementary mathematics teachers', it is found that the classroom instruction design competence of elementary mathematics teachers' is very common and its elements develop diversely. Specifically, with the use of new curriculum: 1) the elementary mathematics teachers have comparatively advanced teaching beliefs and they can comprehend and implement the principles of Curriculum Standard. And there are significant differences among the teachers who have different education background;2) the competence of analyzing students is comparatively ordinary, and there are some significant differences among the teachers who have different teaching age;3) the competence of analyzing the instruction task is comparatively good, and there some significant differences among the teachers who have different education background;4) the competence of designing the teaching process is comparatively good, and there some significant differences among the teachers who have different teaching age and education background;5) the competence of stating the instructional aim is comparatively ordinary, and there some significant differences amongthe teachers who have different education background and who come from different style schools;6) the competence of designing the teaching media is comparatively ordinary, and there some significant differences among the teachers who have different teaching age;7) the competence of choosing the teaching strategies is comparatively good, and there no significant differences among the teachers;8) the competence of evaluating the instruction design is comparatively ordinary, and there are some significant differences among the teachers with different education background.Through questionnaire investigating and deeply interviewing, it is found that the students, the teachers, the principles and request of curriculum standard, the textbooks compiling, the training of teachers and the curriculum resource are the most important factors which affect and restrict the instruction competence of elementary mathematics teachers'.