A Lesson Study Of Improving Pre-service Teacher's Explaining Skill In Math Classroom

Recently,the classroom instructional skills level of pre-service teacher has attracted much attention from country,society and schools since they are prospective teachers.The explaining skill of classroom instructional skills is throughout the entire teaching process,which is irreplaceable.In this paper,the educational practice process of 103 pre-service teachers in three classes of mathematics education of 2016 in a provincial key comprehensive university was continuously tracked and investigated.Four main questions should be explored were:1.What was the basic status of pre-service mathematics teachers' explaining skill?2.Did the lesson study significantly improve the cognition of pre-service teachers classroom explaining skill?3.What had the explaining skill of pre-service mathematics teachers improved in the lesson study?4.How did the lesson study help pre-service teachers to combine the teaching theory of explaining skill with the teaching practice?In this study,the middle school class was simulated on the background of educational practice and literature research,action research,quantitative research and qualitative research were used to collect and analyze relevant data.The basic status of these 103 pre-service teachers were analyzed through the pre-test data of the questionnaire.The results showed that the 103 tracked pre-service teachers were generally weak in explaining skill.They did not understand systematic theoretical knowledge and scientific teaching application.At the same time,there was also a certain objective gap in the group of pre-service teachers.However,except for a small number of pre-service teachers with good foundation or very weak foundation,most of them had similar skill level.Although most of their skill level were weak,pre-service mathematics teachers were pretty sure of the importance of explaining skill and hoped to improve in the educational practice.The research on the improvement of theoretical cognition was mainly based on the post-test data of the questionnaire.It could be seen that after the systematic learning of knowledge,there was obvious progress in theoretical aspects of explaining skill,such as basic concepts,matters needing attention and application requirements.Most of the pre-service teachers participating in the study improved their theoretical cognition level from "poor" or "average"to "good".Beside of study of theoretical cognition,it was also important to use theoretical cognition.With the help of theoretical cognition and practical training,the application level of pre-service teachers had been improved.This conclusion was mainly obtained through the comparison of measured data before and after,the analysis of practical application process and the results of structured interview.Use spss25.0 software to carry out descriptive statistics and difference analysis on the data before and after the test.The analysis of the actual application process mainly focused on the study of 13 pre-service teachers randomly selected from 103 pre-service teachers as the focus of the skill explaining group.Based on the evaluation dimension of the skill evaluation form,two teaching videos,teaching plan designs which were modified for many times and blackboard writing were qualitatively analyzed.In addition,three representative pre-service teachers were selected from them.Other researchers in the research group were invited to make a specific comparative analysis of practical training process of these three pre-service teachers.The structured interview mainly reflects the self-reflection and learning perception of pre-service teachers.It could be seen that many pre-service teachers were able to find their own problems in explaining skill after the first teaching,such as inaccurate grasp of the content of explanation,improper selection of explanation methods,and unreasonable design of interaction and communication with students.In the second teaching,all these problems and skill levels were improved.Therefore,case study could effectively promote pre-service teachers to consciously apply theoretical cognition to practical teaching on the basis of learning theories,improve the practical application level of explaining skill They did well in both learning and applying knowledgeAt the same time,the research data in this paper also proved that the multi-cycle training mode of "knowledge+use" constructed by the lesson study was effective and feasible."Knowledge" represented theoretical cognitive learning and "use" represented practical teaching application.Teaching practice was carried out on the basis of learning theoretical cognition,and deficiencies of explaining skill in practicing were found through practical application.Then continued to study theoretical knowledge,practice teaching again and find problems.Theoretical learning and teaching application were carried out in a cycle to improve the teaching level.This paper hoped that through the whole research process,it could effectively prove that the lesson study can promote the pre-service teachers to combine the teaching theory of explaining skill with the teaching practice and effectively improve the pre-service teachers'explaining skill level.If the "knowledge+use" multi-cycle training mode were further improved and popularized,the teaching ability of more pre-service teachers and front-line teachers would be improved to boost basic education.