A Study Of High School Teachers' Opinions About "Good Lesson"

As an organizer or supervisor of classroom, teachers' leading status is obvious tosee. Their views about a "Good lesson" have influence their teaching behavior directly,which acts on their classroom teaching quality in turn. Thus, it is significant to studyteachers' opinions about a "Good lesson".Firstly, it was reviewed the previous researches about the retrospective andprospective development of "Good lesson" in our country and other countries, whichframes a theoretical paradigm of analyzing teachers' opinions about "Good lesson".Secondly, data are collected through interviews and classroom observation from highschool teachers in Yongzhou city of Hunan province about their opinions about "Goodlesson". By analyzing these data, I categorize teacher's typical opinions about "Goodlesson" and expound on the connotation of some typical opinions. Finally, we gain ananalysis of the relationship between teachers' opinions about "Good lesson" and thevariable of teacher demology.The results are as follows: confirming four dimensions of teachers' views about"Good lesson", namely teacher's behavior, student's performance, teaching contentand teaching process. In view of the conceptual difference about the four dimensions,I conclude four discrete typical opinions about "Good lesson" of different levels, thatis" emphasizing teacher's skill, emphasizing student's examination, emphasizingstudent's positive participation and learning interest, and emphasizing student'spositive emotional experience and comprehensive development.The research reveals that there is no difference between teacher's sex, teachingyears, and teaching courses. However, grade of teaching may make a difference ofcharacteristic and tendency.