Collective Lesson Planning And Personality Development For The High School Teachers Of Chinese

Collective lesson planning refers to a group of teachers working together to figure out the difficult or important points of a certain unit or introducing and sharing the latest information and newest knowledge of that subject. Collective lesson planning is an effective way of mutual assistance and cooperation among the teachers. Advocating collective lesson planning is the call of the times, the requirements of the new curriculum reform, which encourages autonomous, cooperative and exploratory ways of learning and cooperation. Collective lesson planning is exactly the good way to promote better cooperation and to help create harmonious relationships among the teachers, thus paves the way for better and faster development of the teachers.Teaching personality is the characteristic teaching and educating ability that a teacher acquires in many years of teaching practice. It is a comprehensive reflection of a teacher's personal quality, character, experience, interests and knowledge. In an era where Individual interests subordinate to collective interests, does personality development of teachers needs to be recognized and supported by schools? New round of curriculum reform emancipates the teachers'mind which makes characteristic teaching personality possible. If a teacher wants to implement individualized education, he or she needs to possess their own teaching personalityHow should we optimize the relationship between the two under the new curriculum reform? Various factors could affect the relationship between collective lesson planning and Chinese teacher personality development, including education system, education environment, or schools and teachers themselves. My paper will discuss the relationship between the two in four parts. The first part is a general understanding of Collective lesson planning. It begins with the basic theory and illustrates different views of domestic and foreign scholars and their implementation, thus emphasizes the significance of my research; the second part takes S Middle School as an example to show the present situation of Collective lesson planning and personal development; The third part mainly discusses the factors which would affect the relationship between collective lesson planning and teachers'personal development; the fourth part seeks for an effective way to balance the relationship between the two and also address the drawbacks of the current operation.We must not blindly deny the practice of collective lesson planning and not easily suspect that the interaction between the two, I wish every teacher could handle it and make better achievements in teaching.