A Pre-Service Mathematics Teachers' Teaching Design Ability And The Development Of Case Studies

At the background of the era of big data and Internet,the original teaching design ability is not enough,and teachers need to keep pace with the times.As the reserve of the country's education career,pre-service teachers have to learn and develop constantly to promote the progress of the national education.The professional development and teaching design ability of pre-service teachers are attracted the attention of public in recent years.It is worth pondering to improve the ability of teaching design ability and skill training of pre-service teachers.Thus the teaching design ability of pre-service teachers is very important.The purpose of this research is analyzed by a master of education in instructional design,instructional design capability to understand the status quo.Provide a reference for the direction of Mathematics Teacher goals and future development efforts,but also can promote teachers' professional development,so that basic literacy mathematics teachers more solid.Secondly,research and practice before the Master of Education in Mathematics Teaching design capacity change after practice,in favor of pre-service training for the teachers on the curriculum,and provide a reference for future research value.Research questions as follows: 1.How the former Mathematics Teacher Instructional Design Situation internship? 2.After how Mathematics Teacher Instructional Design Situation internship? 3.The impact on the teaching practice of teaching design capability?This paper will research the teaching design ability of a master of education before and after the practice,and the influence of practice on pre-service teachers' teaching design ability.Taking Beijing normal university press in eighth grade “function” as a case and the teaching design capability model of Jin Meiyue as the research tool,this paper analyzes the ability of the intern before and after the internship and knowledge of different dimensions.The teaching design is mainly from the teaching target,teaching content and teaching evaluation,and the ability is from two aspects of knowledge and belief,altogether constitute a knowledge system of six major parts.Through investigation,the teaching design ability before the practice has only been basic up to standard,and a lot of knowledge and ideas are not accurate enough.While after the practice,the teaching design ability has make progress on teaching goal,content and evaluation.There are a total of 29 factors influence the teaching design ability before and after the practice,and some suggestions are given as follows: 1.Research the teaching material and curriculum standard deeply in the progress of practice.2.Practice internship teaching design and reflection constantly.3.Increase the opportunities of normal school students practice.4.Carry out the activities of attending lecture and class evaluation of pre-service teachers during practice time.5 Strengthen students' professional beliefs.6.Increase the amount of reading books on education.