The Study On The Training Strategies Of Instructional Design Competencies Of The Pre-service Teachers In The Blended Learning Environment

With the further development of information technology, teacher training in China is beginning to shift from information technology competencies to educational technology competencies. However, as one of the core contents of educational technology, instructional design is still the weakest part in the current application of educational technology, so it's important to enhance the training of instructional design competencies in that of educational technology competencies. Through practical research, this study finds that some mathematics students have some problem in designing the instruction in Educational Practice. Solving the problem is helpful to improve the instructional design competencies of the pre-service teachers and to help them to make better use of instructional design in the teaching profession in the future. Therefore, this study will be carry out the research and practice of the training strategy of instructional design competencies of the pre-service teachers in the blended learning environment.First, this study consults the related literature on instructional design competencies, and makes my own definition for instructional design competencies according to the two definitions in the perspective of "solving instructional issues" and "instructional design process", determines the structure chart of instructional design competencies. And then discusses the composition of instructional design competencies from the attitude level, knowledge level (the knowledge of the structure chart of instructional design competencies and the knowledge involved in the important types of mathematical class), skill level (the relevant skills of the structure chart of instructional design competencies), and describes this study focuses on the knowledge level and skills level of the composition of instructional design competencies, that is the training objectives are determined. Then determines the evaluation rubric of instructional design competencies according to the training objectives and evaluates the training effect using the rubric and summaries three training phases(system learning phase, analyzing and evaluating existing cases, designing, trialing and modifying instructional design plan) and relevant training strategies—"three-five-five"(task-driven, exchange discussion, Internet-based exploration of learning strategies; case teaching, task-driven, scaffolding teaching strategy, coordination, exchange discussion; task-driven, scaffolding teaching strategy, exchange discussion, role playing, reflective learning)of the instructional design competencies of the pre-service teachers, and describes the primary role of relevant strategies in a specific phase.