The Research On The Teaching Design Ability Of The Novice Teacher In High School Mathematics

In the basic education curriculum reform outline(trial)released in 2001,the ministry of education made it clear that we should vigorously promote the reform of education curriculum and improve the professional quality of teachers.As the new strength of education,the novice teacher is one of the important factors that influence education reform and development,and the teaching design ability is an important indicator to measure the professional quality of teachers.To this end,the study from the teaching design ability of each dimension,to understand the problems existing in the teaching design ability of the novice teachers in high school mathematics,the main reasons for the formation of the problems are analyzed,and the corresponding suggestions are given to help the professional development of teachers.The study is based on the method of literature analysis,questionnaire,interview,case analysis and observation.First of all,through literature to review the foreign and domestic teaching design and teaching design ability,then use the method of questionnaire,interview,case analysis and observation to the high school mathematics novice teachers' teaching design ability of investigation and analysis on the present situation and influence causes.Through the investigation of 43 novice teachers in five high schools in Qinan county,the author analyzed the teaching design ability and various influencing factors of the novice teacher,and got the following conclusions:(1)Teachers' difficulty in understanding and implementing the concept of standards leads to a disconnect between theory and practice;(2)The poor ability of teachers to deal with and integrate mathematics teaching materials leads to inaccurate teaching objectives;(3)Teachers lack communication with students,which leads to incomplete analysis;(4)Teachers lack the consciousness of independent learning,which leads to ineffective teaching efficiency;(5)The lack of teaching evaluation and reflective consciousness leads to the lack of guarantee for the perfection of teaching design.Based on the analysis of the above problems,the following suggestions are made according to the local facts:(1)Strengthen the theoretical foundation of teaching design and attach importance to the study of mathematics curriculum standards;(2)Combine the teaching requirement,deal with the mathematics textbook flexibly;(3)Give full attention to the learning situation and understand the students from different angles;(4)Rational use of multimedia,attention to classroom timeliness;(5)Learn from others' experience and advocate teaching design case study;(6)Pay attention to self-reflection and evaluation,implement process optimization and redesign.