A Study On Lesson Planning Group In The Perspective Of Teachers' Professional Learning Community

Lesson Planning Group is the smallest teacher group in the school,which is a grass-roots organization that implements the educational policy,carries out teaching research activities and promotes teachers' development and professional organization with the closest relationship between teachers.Whether in the content or in the way,lesson planning group directs teaching activities and helps teachers improve themselves.With the development of global education reform,many scholars pay more attention to “teachers' professional learning community” and put it as a new paradigm of teachers' professional development.Some scholars at home think that there exists a similarity between teachers' cooperation teachers' professional learning community emphasizes and way of lesson planning groups activities in the traditional school organization.However,whether lesson planning group has the potential to be a professional learning community,it is required to analyze the current situation of lesson planning group with characteristic structure of the teacher's professional learning community.Based on the study of the relevant literatures of the lesson planning group and the teachers' professional learning community,this study explores the connotation and characteristics of teachers' professional learning community.Based on the results,this paper constructs four dimensions of analysis of the status of the lesson planning group under the perspective of teachers' professional learning community,uses self-compiled questionnaire,case interviews,investigates of the teachers' viewpoints the current situation of lesson planning group and analyzes the current situation of lesson planning group.Overall,there is still a gap between current lesson planning group and teachers' professional learning community.In the four dimensions,scores of the decision factors are the lowest.From the analysis of demographic variables,the gender,teaching experience and educational level of teachers are not decisive factors that affect lesson planning group to become teachers' professional learning community.As follows:(1)The lesson planning group lacks shared value vision and teachers' personal value vision is mainly limited to student's academic achievement.(2)Teachers agree on the importance of preparatory group activities,but there are formal problems about shared activities.Collective working and evaluation class are the main form of activities,which lacks planning and pertinency.Preparatory group activities record is not completed and did not form a shared collective knowledge.(3)Lesson planning group leader is the subject leader,but it's difficult to achieve competition for posts,and teachers do not participate in the group decision-making.(4)Lesson planning group lacks supportive policy system,the evaluation and reward mechanism is not reasonable,and there is some limitation on time and place of activity.In addition,when the school provide resources for lesson planning group,there exist blind and random problems.The factors that the lesson planning group neglects the importance of shared value vision,evaluation of teachers emphasizes the competition,the school management focuses on the rules and control,the excessive workload of the teachers and the objective conditions of the school and other factors,to a certain extent,led to the gap between the group and the teacher's professional learning community.Lesson planning group establish a shared vision comprehensively teachers personal vision and the discussion teachers make,and then finally form a common vision.Teaching and research activities should focus on planning and diversity,and pay attention to the accumulation of collective knowledge.Lesson planning group selects excellent group leader and encourage teachers to participate in group decisions.Schools provide strong support for lesson planning group by adjusting various resources reasonably.