Research Of Mathematics Teachers’ Instructional Design In Northwest High School

April in2003, the full-time ordinary high school mathematics curriculum standards (experimental draft) issued, launched a new round of education reform. Teacher is the one of main factors of education reform and development. Teachers’ instructional design ability is an important index of teachers’professional quality. This study from various dimensions of the teachers’ instructional design ability,to kno w basic situation of the instructional design of high school mathematics teachers who in northwest area.Find the problems of high school mathematics teachers’ instructiona1design ability and the main factors for the formation of the problem. Then develop str ategy research, to help the professional development of teachers.This study, by using four research methods like documents, questionnaires, inte-rviews, and observations, firstly makes review towards research results of foreign and domestic instructional design, teachers’ instructional design capacity, mathematics ins tructional design capacity, and then makes investigation and analysis towards the curr ent situation, problems, causes, solutions, and suggestions on the northwest high scho ol mathematics teachers instructional design capacity.Research through investigated97high school mathematics teachers in northwest area,and analysis of each factor which are effect the teacher’s instructional design abili ties, draw the following conclusions:1. Teachers’problems:(1)There are differences between teachers’understanding of the mathematics new curriculum and practice.(2) Teachers’teaching level still remains to rise.2. The factor of students:(1) There are di-fferences between northwest students’mathematics foundation and new curriculum re quirement.(2) Class size is too large.3.The problems of teaching resources:(1)The inf-rastructure’s level of some school is not up to the requirements.(2) Shortage of curricu lum resources.4. The convergence of teacher education and the educational needs is n-ot perfect.5. The flexibility of instructional design is blocked by teaching evaluation w hich is too single.6. The school management and teachers’lack of communication led to the evaluation of instructional design becomes a mere formality.7. Teacher training mode is single, and thus becomes a mere formality. Studying on the basis of analysis of the above issues, combining with the actual local situation, we put forward the following recommendations:1. deeply study mathe matical instructional design theory and combine with practice better;2. While the tea-chers-training is steadily proceeding,we should focus on improving the quality of train ing;3. their own efforts and reflecton;4. lesson preparation in various forms, so that th e novice teachers and expert teachers can handle to their respective merits;5. mathema tical teaching resource sharing;6. hierarchical management of instructional design ev-aluation.