A Study On Preparing Lessons Together

The long existing phenomenon of preparing lessons together in schools has its important historic contributions. But since the New Curriculum Reform, it played a less role. Much more articles have been seen in recent years concerning the following three topics, that is whether preparing lessons together should exist, how to deal with the relationship between individual preparation for lessons and preparing lessons together and how to organize preparing lessons together. But the reasons and theoretical basis for preparing lessons together is little studied. This thesis, from the historical perspective, traces the whole process of preparing lessons together, trying to study the development and construction of preparing lessons together in schools from the view of Donald A. Sohon’s "the reflective practitioner", inquiring the theoretical basis and form that preparing lessons together should adhere to.The main research methods of this thesis are literature research method, field observation and interviews. This thesis discuss and analyze the form and content of preparing lessons together from three aspects, that is knowing-in-action, reflection-in-action and reflection-on-rethinking.Preparing lessons together appeared at the very beginning of the founding of our country when schools lacked teachers and teachers’ professional knowledge was generally low.In that case, schools organized teachers to prepare lessons together, trying to help teachers to solve problems existing in the practice of teaching through mentoring practices, training the new teachers to be qualified through experience sharing. Preparing lessons together is followed by teaching and research group, and as the main teaching-research activities that continues today.In the context of raising teachers’ educational background generally, preparing lessons together in schools has been criticized for putting greater emphasis on form than content, universality than individuality. This thesis mainly discuss two issues from the view of "the reflective practitioner". First, it will analyze how teachers invoke and share their knowing-in-action in the process of preparing lessons together in schools, determine and respond to the question and reflection after collective lesson preparation. Second, it will also analyze how teachers, as professional practitioner, respond and grow in the process of collective lesson preparation from two aspects, one is knowing-in-action and the other is reflection-in-action.Based on teachers’ performance and rethinking in the process of preparing lessons together in schools, This thesis mainly embodies four viewpoints as follows. Firstly, pay attention to the idea sharing in practice and absorb all teachers’ database knowledge. Secondly, lay emphasis on teachers’ feedback and reflection while preparing lessons and discussing the problems in teaching. Thirdly, creates a positive teacher’s collective vibe with the same goal. Fourthly, improve relative system in order that teachers remain friendly both in appearance and at heart.