Research On The Current Situation Of Teaching Design Of High School Mathematics Teachers

Teaching design is an important part of teachers' teaching work.Teaching design is an important embodiment of teachers' professional quality.The research on the teaching design of senior high school mathematics teachers not only helps to enrich the theory of teachers' professional development and promote teachers' professional growth,but also can effectively optimize the classroom teaching effect,promote students' all-round development and positively affect the promotion and implementation of the new curriculum reform of basic education.Through literature review,this study summarizes the methods of developing teaching design questionnaire,and develops questionnaire and interview outline.Through questionnaire,interview,teaching design text and classroom observation,we can understand the overall situation of high school mathematics teachers' teaching design and the significance of some characteristics to teaching design,Finally,it provides the basis for the improvement of high school mathematics teachers' teaching design,and extends the conclusion to the whole mathematics education,in order to achieve the improvement and development of mathematics teaching quality,and enrich the theoretical research system of high school mathematics teachers' teaching design.For this reason,this research takes senior high school mathematics teachers as the research object,and sets up the following research questions:(1)develop the questionnaire.(2)What is the current situation of teaching design?(1)What is the overall situation of teaching design?(2)What are the differences between teachers with different characteristics in teaching design?In view of the research question one,the research developed the questionnaire through seven steps: defining the concept,putting forward the hypothesis,determining the dimension,compiling the items,forecasting the samples,calculating the reliability and revising the questionnaire.In the second part of the study,questionnaire survey,written material analysis,interview and classroom observation will be used.Aiming at the second part of research question,this research will use the method of variance analysis and t-test in SPSS software to judge the significant difference of each pre variable in all aspects of teaching design in statistical sense through the statistical analysis method matching with variables.The conclusions are as follows:(1)the feasibility of the questionnaire is very good,and the conclusions are more credible.(2)The overall performance of the teaching design of high school mathematics teachers is good,but the design of teaching objectives is impractical,and there is no profound interpretation of curriculum standards.(3)There are significant differences in Teachers' teaching design in terms of gender,teaching age,major,highest education background and participation in teaching design training.Therefore,the research puts forward the following suggestions:(1)For teachers,they should continue to learn the relevant knowledge of teaching design,such as students' learning methods,correct views on the use of multimedia,the establishment of teaching objectives and how to reflect on them,and carefully prepare lessons and write teaching plans.(2)In the future,the research tools need to be further improved,and the teachers involved in the sampling need to be more extensive.