A Survey Of The Present Situation Of Collective Lessons For Chinese Teachers Of Primary Schools And Countermeasures

Collective lesson preparation is an important form of school-based teaching and research activities,and it is one of the main activities of teacher professional development.Chinese language teachers in primary schools shoulder the important mission of inheriting culture.Collective lesson preparation results are not only the crystallization of collective wisdom,but also the display of personal charm.It is one of the important factors that affect teaching effectiveness.This article adopts a combination of quantitative and qualitative methods,starting from the collective preparation of classes for primary school Chinese teachers,taking the primary language teachers of Jinzhou City as the survey object,and adopting literature research methods,questionnaire surveys,interviews,and other research methods to obtain relevant information.A systematic analysis of the data reveals the current status of collective preparation for classes for primary Chinese language teachers.The study found that elementary school Chinese teachers have problems in the management,contents,methods,effects and understanding of collective lesson preparation.Then,through the analysis of the survey questionnaire data,combined with interviews,it was learned that the education administration department lacked a scientific management mechanism for teachers to collectively prepare lessons.The primary school language teachers lacked professional system training and school-to-collective skills in collective lesson preparation skills.Lesson preparation skills,professional growth,construction of the environment,caused by insufficient investment.Finally,the problems of collective lesson preparation for primary school Chinese teachers were put forward: reform and innovation,forming a scientific and efficient management model;adopting “ reflection-mutual assistance-leading” to make collective preparation for lessons “high in festivals”;assertive personality,highlighting features,activating “secondary” "Preparing for lessons";the concept of leading,creating conditions,and improving the teacher’s enthusiasm for participation in the collective lesson preparation and other four major strategies,in order to achieve the effect of improving the quality of primary school Chinese teachers collective preparation lesson.Through the study of this article,the author aims to provide some theoretical support for the collective lesson preparation activities of the majority of first-line elementary school language teachers,causing the primary school language teachers to pay enough attention to the collective lesson preparation,and to increase their awareness of actively participating in the collective lesson preparation,and to give full play to the collective lesson preparation of primary school language teachers.The greatest benefit.