Research On The Factors Affecting The Instructional Design Ability Of Pre-service Mathematics Teacher

The level of instructional design of pre-service teachers not only reflects the training of teacher trainees in college,but also affects their future employment.However,some scholars have found that the current pre-service mathematics teachers have moderate or low instructional design ability.At present,some scholars have only analyzed some of the influencing factors and few scholars have addressed the main influencing factors and the degree of influence.Therefore,in this study,a questionnaire was developed and a survey was conducted from the full set of existing influencing factors,and neural network analysis was used to analyze the data in order to obtain the main influencing factors that affect the improvement of instructional design ability of pre-service mathematics teachers.The research process of this study is divided into the following four steps.Firstly,through reviewing literature and interviewing teachers and scholars,we compiled a complete collection of influencing factors of pre-service mathematics teachers’ instructional design ability.Secondly,based on this collection of influencing factors,we compiled a questionnaire and at the same time compiled a test of pre-service mathematics teachers’ instructional design ability,and then distributed those and collected answers and organized into data.Thirdly,with the influencing factors as independent variables and instructional design ability as dependent variables,the data were analyzed to obtain the main influencing factors affecting the instructional design ability of pre-service mathematics teachers.Fourthly,based on the findings of the study,targeted suggestions were made to improve pre-service mathematics teachers’ instructional design ability of pre-service mathematics teachers.The main conclusions of this study are that the main influencing factors that influencing of the teaching design ability of pre-service mathematics teachers are that the college teachers should teach the teaching theories together with the Mathematics Curriculum Standards,the pre-service mathematics teachers pay attention to the updating of teaching concepts,the pre-service mathematics teachers take the initiative to communicate with teachers to discuss teaching-related problems,the pre-service mathematics teachers have carefully studied the Mathematics Curriculum Standards,the pre-service mathematics teachers practice speaking lessons several times,the internship school teachers will guide the internship teachers to reflect on their instructional design,the guiding teachers will guide the internship teachers to complete instructional design,the internship school will organize the internship teachers to study the excellent teaching design,and the internship school will organize the internship teachers to observe the excellent lessons,the pre-service mathematics teachers paid much attention to the updating of teaching methods.Among the 10 main influencing factors,the first 9 main influencing factors are the main influencing factors that promote the improvement of teaching design ability of pre-service mathematics teachers,and the last one is the main influencing factors that hinder the teaching design ability of pre-service mathematics teachers.Based on the above research conclusions,this paper proposes the following measures to improve the teaching design ability of pre-service mathematics teachers: the pre-service mathematics teachers should pay attention to continuous learning and understanding of new mathematics teaching concepts,the mastery of common mathematics training methods;the practice schools should pay attention to precise training and guidance of mathematics interns;the university teachers should explain the teaching theory with the Mathematics Curriculum Standard,and the teachers of mathematics education courses should pay attention to answer questions after class.