A Case Comparison Study Of Mathematical Investigational Design Capacity About Preservice Teachers And Novice Teachers

The study use mathematical instructional design capacity model as the tool,and analyze the present situation and the development way of mathematical teaching design ability for a preservice teacher and a novice teacher,then compare the similarities and differences of the two.Provide references and advices for novice teachers’ education and teacher training.The study treat S,who is a preservice teacher from a normal university,and X,who is a novice teachers graduated from the normal university,as the research object.The study use the case method and comparison method,through interviews,teaching plan,classroom bservation,questionnaire to collect data,and use mathematical instructional design capacity model as the tool,then analyze the present situation and the development way of mathematical teaching design ability for S and X,next compare the similarities and differences of the two.The study found that:(1)Preservice teacher:locate of course standard is the most,then analysis of textbook goals,grasp of base on the students,choice and characterization of instructional content,locate of evaluational goals are common,organization of instructional content,choice of evaluational methods and setting of evaluational content are less.(2)Novice teacher:Choice,organization and characterization of instructional content,are the most,setting of evaluational content and choice of evaluational methods are common,locate of evaluational goals,locate of course standard,analysis of textbook goals and grasp of base on the students are less.(3)The belief of instructional design capacity about the preservice teacher and the novice teacher is near to the new course standard.(4)The instructional design capacity of the preservice teacher and the novice teacher is a little different.(5)The methods of instructional design capacity about the preservice teacher and the novice teacher are many,but a lot different.Therefore suggested:(1)The teacher should strengthen the theoretical study,understand their ability level.(2)The teacher shuould take part in the practice,to reflect actively,enhance the ability of teaching.(3)The teacher should establish a reasonable career development,and lifelong learning.