Investigation Of Preservice Teachers’ Instructional Design Ability

Teacher Teacher quality has been the core issue of basic education curriculum reform, teacher instructional design capability is an important part of quality assurance. Pre-service teachers are future teachers of the reserve army, instructional design directly reflects the degree of master teachers’ expertise; embodied teachers grasp of classroom and analysis of uncertainties, as well as teaching effect reflection, etc; directly affected the quality of teaching.This study literature research, questionnaire and interview, first, the relevant literature on instructional design, instructional design capabilities and pre-service teacher education design capability to sort out. Secondly, the integration of the results of previous studies on instructional design capacity of the structure, made applicable to pre-service teachers Instructional Design structural elements. Again, comprehensive interviews, preparation of pre-service teacher education design capability questionnaire, and the questionnaire was revised and the reliability and validity. Finally, the senior students in Ningxia Teachers College two were investigated. With quantitative data reflect the general condition of the post before teaching design capability to analyze factors that influence preservice teachers’ instructional design capability, which found the problem, and finally the development of measures. Enrichment of the pre teaching design capability, and promote pre-service teacher professional development.The results show:pre-design capability overall level of teaching score of 3.11, in the theoretical value of 3 or more, indicating good overall level; the existence of differences between pre-service professional teaching design capability liberal arts, science teachers teaching design capacity higher than arts teacher; differences before comprehensive colleges and teacher colleges serving teachers teaching design capability, pre-service teacher colleges teaching design capacity greater than comprehensive universities; the first volunteer and non-first choice of pre-service teachers Instructional design there are differences, the first voluntary pre-service teacher education design capability is higher than the first non-voluntary pre-service teachers.The study found the presence of the design capacity of the status quo pre-service teacher education problems are:first, the degree of recognition of pre-service teachers professional roles of teachers is not high; second, pre-service teacher education courses to master not solid; third, pre-service teacher education neglect of instructional design process of evaluation and reflection. Comprehensive interviews for pre-service teachers and pre-service teacher education can improve design capability through the following three aspects:First, to enhance the pre-service teachers on teacher’s role identity, to make pre-service teachers to master the professional knowledge, admission of students, understanding second, by making the ratio of curriculum rationalization, scientific curriculum, teaching methods diversified solid foundation, pay attention to set up educational programs; the nature of teaching and education in the third sense, pluralism and the Reflection parallel, pre-promote Teaching development and design capabilities.