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nalysis of Interview.........44
4.5 Analysis of the Cases of Instructional Design.........46
5. Conclusion.... 49
5.1 Findings...... 49
5.2 Suggestions.........51
5.3 Limitations.........55

4. Data Analysis and Discussion

This chapter analyzes the data collected in four parts so as to get the current statusof pre-service English teachers’ teaching practice ability. The first part presents thegeneral condition of teaching practice ability; The second part analyzes the questionnairefrom instructional design ability, classroom teaching ability and teaching reflective ability;The third part gives an analysis of classroom observation; The forth part and fifth partanalyze the interview and the cases of instructional design.

4.1 General Condition of Teaching Practice Ability

This part presents pre-service English teachers’ teaching practice ability from threeaspects: (1) the instructional design ability (2) the classroom teaching ability (3) the teachingreflective ability. Statistical results are shown in Table4-1From the table we can find that the average score of the teaching reflective ability is3.85, it means pre-service English teachers do well in this aspect. Compared with instructionaldesign ability and teaching reflective ability, the performance of classroom teaching ability isrelatively poor. But in general the average score of instructional design, classroom teachingand teaching reflective is above 3.75, so it shows the performance of pre-service Englishteachers’ teaching practice ability is satisfactory.From the above table can be seen that the average score of determining instructionalobjectives is higher than others and its standard deviation is 0.95, which shows pre-serviceEnglish teachers do well in determining instructional objectives. However, the average scoreof student analysis ability is 3.45, it means pre-service English teachers do badly in analyzingstudents’ non-intelligence factor and cognitive characteristics. The average score of choosingteaching contents and designing teaching activities is focus on 3.85, indicates the pre-serviceEnglish teachers choose teaching contents and teaching activities is fit for students’ learningneeds.

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Conclusion

The pre-service English teachers’ teaching practice ability is regarded asdetermining the English classroom teaching effect meeting the requirements of NewEnglish Curriculum Standards. And pre-service English teachers’ teaching practice abilityis worth studying because that has a great significant and functions to English teaching inprimary and secondary schools.Pre-service English teachers cannot accurately analyze students’ non-intelligencefactors, cognitive characteristics and knowledge base, because of lacking comprehendingof students’ learning basis and psychological development, and not have enough time tocommunicate with students. When write the instructional design directly copy theready-made student analysis from the internet. It also cannot reach the new curriculumrequirements for developing students’ thinking and innovation ability.
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The reference (omitted)