The Influence Of Teachers' Demographic Factors On Teaching Design Abilit

In the context of the current curriculum reform and the promulgation of the "General High School Mathematics Curriculum Standards(2017 Edition,2020 Revision)",effectively improving the quality of classroom teaching is an important task that teachers need to achieve at present.Instructional design is a key part of classroom teaching,and the effectiveness of instructional design undoubtedly has an important impact on the actual teaching effectiveness of the classroom.Instructional design ability is the basic factor for teachers to conduct instructional design.Therefore,how to improve instructional design ability and what factors will affect instructional design ability have become a hot topic nowadays.Starting from this topic,this article sets up two research questions.The first question is to understand the current situation of teachers’ instructional design ability.The second question is to explore how the Demographic factors affect teachers’ instructional design ability based on the different Demographic factors of high school mathematics teachers themselves.Through summarizing and analyzing the research conclusions of the above two issues,targeted suggestions can be made to improve teachers’ instructional design ability.This article summarizes and sorts out the development of existing instructional design capabilities and related research results,selects Demographic factors that have research value,and then selects the representative "Concept of Sequence" course from high school mathematics knowledge as a research topic,highlighting the core literacy requirements of curriculum reform and the new curriculum standards,and constructs a "Concept of Sequence" instructional design capability questionnaire.A questionnaire was distributed to senior high school math teachers in Tianjin who met the Demographic factor definition rules in this article,and a total of 95 valid questionnaires were collected.The statistical analysis of data is based on Excel and SPSS26.0.After analysis,the following conclusions are drawn:(1)The overall situation of teaching design ability of Tianjin high school mathematics teachers in the "Concept of Number Series" lesson is good;(2)The gender and region in the Demographic factors of high school mathematics teachers in Tianjin have no significant impact on instructional design ability;(3)The educational background,teaching experience,and professional title of senior high school mathematics teachers in Tianjin have a significant impact on instructional design ability.Based on the above conclusions,this paper proposes targeted suggestions for improving teachers’ instructional design ability from the perspective of teacher Demographic factors:(1)High school mathematics teachers need to strengthen their mastery of mathematical knowledge and teaching related theories;(2)Grasp the critical period of teaching experience and promote the development of teachers’ instructional design ability in teaching practice;(3)Schools should encourage teachers to improve their academic qualifications and professional titles;(4)Schools need to play the guiding role of teachers with high professional titles,senior teaching experience,or high academic qualifications.