A Study On Teaching Decision-making In Lesson Planning Of Novice Mathematics Teachers

In the process of instructional design,implementation and evaluation,teachers constantly judge and analyze the teaching context,think and choose teaching behavior,therefore,the way and quality of teachers' teaching thinking directly impact their teaching behavior and effect.The decision-making in lesson planning refers to that kind of cognitive activity that when teachers make instructional design,they establish instructional objectives,choose and organize instructional content,planning teaching process,set up teaching evaluation and so on,which is of great significance to teachers' practice and professional development.It with the research of teachers' interactive thinking and decision-making in classroom teaching and teachers' personal theory and belief constitute the three major themes in the field of teacher thinking.Through purpose sampling and convenient sampling,the research takes six graduating students in 2016 from the school of mathematics and statistics of school D as research objects.When participating in the research,everyone has completed the postgraduate course,two mouths continuous,systematic internship and signed up for a work of teacher,which is in line with the research requirements.The research requires the cases to design a teaching plan for the given content in the prescribed time,and speak out the process of thinking loudly to study the development level and the characteristics of their think during the decision-making of teaching planning.The data were collected by using thinking aloud and semi-structured interview.Through the study we can found:1.The decision-making in lesson planning of novice teachers is lack of target consciousness,they usually take the introduction of new lessons as the start point and directly design the teaching process?2.Design a complete teaching process is the core of their teaching decision-making in novice teachers' lesson planning.The “teaching process”is the ultimate focus of decision-making,and the introduction of new lesson and the explanation of new knowledge are the main contents of decision-making,but the novice teachers are lack of leading-in consciousness,and their teaching ideas are the same as textbook's compilation.Their evaluation consciousness is obvious,but the method is single and content selection shows certain examination orientation.In addition,the inconsistency of thinking is obvious in their decision-making,which novice teachers do not make appropriate response to the important and difficult points of teaching that they have realized.3.The novice teachers will also design the blackboard writing to give full play to its role of assisting teaching,and produce the corresponding thinking scene in their mind,which shows the representational characteristics of the thinking.4.The decision-making in lesson planning of novice teachers is mainly based on students situation and curriculum text,the experience from the Internet,practical supervision and their own experiences as students will also affect their decision-making.However,the novice teachers' attention to students shows a technical orientation,an their understanding of textbook stays in a superficial level.5.Similarities and differences coexist in the novices' decision-making process,the similarities reflect in the cyclic decision-making process of content orientation,the differences reflect in that according to the degree of comprehensiveness,novices' can be divided into comprehensive planners and incremental planners,which shows different decision-making routes.6.The teaching decision-making in lesson planning of novice teachers is usually very meticulous,and the“script”plan can provide a considerable sense of security for themselves.7.The novice teachers have a strong sense of their teachers' identity.Among the multiple roles played by the teachers,they have a clearer understanding of the knowledge transmitters and they try to play this role better by making decision for themselves.