Collective Lesson Lesson And Optimization Strategy Of Rural Primary And Middle School Teachers

The Chinese saying says that planning ensures success and unplanning spells failure. This isalso true in teaching. Lesson planning is the first and basic procedure in teaching process, whichis an important issue either in teaching theory or in teaching practice. Previous teaching researchand exploration of lesson planning mainly stay in individual teacher level, which means manytheoretical explanations and suggestions are aimed at individual teacher, such as how to correctlyrecognize lesson planning, how to "plan a lesson", how to “plan a good lesson”, etc. With thedeepening of teaching theory and teaching practice reform, teacher’s individual level of lessonplanning is showing plenty of limitations. The lesson planning is changing in new form andproducing the "collective lesson planning", which regarded as a good way for the primary andsecondary school teachers to promote the professional development and seek effective teaching.The Chinese elementary education curriculum reform at the turn of the century brought up theconcept of school-based teaching and research system. Collective lesson planning as a main formof school-based teaching and research system, is rapidly and widely promoted and implementedin primary and secondary schools. However, here comes not only the generalization ofexperience, but also the controversy.“Collective lesson planning is a teaching research fantasy”,“we should look deeply in it” or “we should get rid of the so-called collective planning” indicatethat there are still problems in school implement. What’s the problem? What’s the reason? Howto solve it? This paper is trying to answer these questions. Considering problems are moreobvious and challengeable in rural elementary and secondary schools, so we choose these placesto do the research.On referring to relevant research, researchers observed the school-based teaching andresearch system in different rural elementary and secondary schools in southwest of ShandongProvince. By observing teachers’ collective lesson planning activity and interviewing teachers,some conspicuous problems are summarized, such as narrowed planning goals, lack ofprofessional leading, simple school management and over-unification of teaching presentation.Many reasons lead to the problem, from objective perspective, rural lesson planning resources,school management and school cooperative culture are limited; from subjective angles, theteachers’ idea and ability of lesson planning need to promote. There are some optimizationstrategies, such as to make full use of rural resources available; to plan reasonable schoolmanagement rules; to create teachers’ cooperative culture and improve teachers’ potentialdevelopment ability. By these strategies, elementary and middle school teachers in rural placeswill make collective lesson planning better. Therefore, on the basis of good lesson planning, theChinese rural foundational education can improve a lot.