Research On The Problems And Countermeasures Of Chinese Teachers' Collective Lesson Preparation In Junior High School

In recent years,teachers' collective lesson preparation has gradually replaced teachers' individual lesson preparation in the process of increasing demands on education and teachers from all walks of life.It takes the lesson preparation group as the unit,organizes the teacher to carry out the collective study outline and the teaching material,analyzes the learning situation,formulates the subject teaching plan,decomposes the lesson preparation task,approves the teaching design,feedback the teaching practice information and so on series activities.At present,most language teachers in junior secondary schools have adopted the method of collective lesson preparation,In their opinion,collective lesson preparation is an important method for students and teaching.At the same time,the collective preparation of lessons of great significance to the improvement of teachers' own professional knowledge and skills.However,in the junior middle school language teacher expansion of collective lesson preparation process,also appeared a lot of unfavorable to the development of teachers' teaching and students,and based on Yantai Fushan district Gemainaer,middle school as an example,on the present conditions of the junior middle school Chinese teachers' collective lesson preparation,aims to find the problems existing in the current junior middle school Chinese teachers' collective lesson preparation,in view of the problem solving measures are put forward,So that the collective lesson preparation better for junior high school Chinese teachers and teaching services,and the value of collective lesson preparation has been fully displayed.The main research contents and viewpoints are as follows:Firstly,the importance of collective preparation of lessons for junior middle school Chinese teachers is discussed.On the basis of defining and classifying the collective lesson preparation,the four functions of the collective lesson preparation are defined,They are to promote the brainstorming among teachers,to promote the rapid growth of novice teachers,to improve teachers' pre-class preparation,and to enhance teachers' awareness of lifelong learning.Secondly,it investigates the problems existing in the collective lesson preparation of junior middle school Chinese teachers.This part mainly adopts questionnaire andinterview.Through the systematic analysis of the survey data of the collective lesson preparation of Chinese teachers in Gemenon middle school,the main problems of the collective lesson preparation of Chinese teachers in middle school are concluded.It mainly includes seven problems,such as the collective lesson preparation of teachers with low enthusiasm,the rigid mode of collective lesson preparation,the lack of obvious stylistic features in lesson preparation,and lack of pertinence in preparing lessons,After preparing lessons,teachers have a weak sense of reflection,the utilization rate of new media resources is low,and the school lacks a sound management mechanism.Then it analyzes the causes of the problems existing in the collective lesson preparation of junior middle school Chinese teachers.In this part,it mainly analyzes the contents and results of the investigation,and summarizes the reasons for the existing problems one by one.Summarize the reasons in the analysis as follows: Firstly,teachers have insufficient understanding of collective lesson preparation,First,teachers' understanding of collective lesson preparation is insufficient,which is reflected in the lack of training for collective lesson preparation and the prejudice of teachers towards collective lesson preparation;second,teachers' professional accomplishment is not high,including the spirit of cooperation is not strong,innovation consciousness is not strong,students-based concept is not strong,the use of new media resources is not good;third,schools neglect the management of teachers' collective lesson preparation.Finally,an improved strategy for junior high school Chinese teachers' collective lesson preparation is proposed.Based on the previous three parts,this part proposes the current junior high school Chinese teacher's collective lesson preparation strategies based on the problems and reasons of junior high school's collective teacher preparation.In terms of teacher attitudes,it mainly includes encouraging teachers to take the initiative to learn and share,and to improve teachers' enthusiasm.Encourage teachers to express their opinions and improve their initiative;Guide teachers to self-reflection and improve the effect of preparing lessons.In the collective preparation of lessons,teachers are mainly required to prepare lessons according to the learning situation,according to the time,close to the style.It also requires that the methods ofpreparing lessons are novel,feasible and diverse,and that the management of collective preparing lessons is scientific,standardized and sound,so that the role of collective preparing lessons for junior middle school Chinese teachers can be fully displayed.Through the study of the above content,hoping to improve the junior middle school language teacher understanding of collective lesson preparation,to solve the problems about junior middle school language teacher in collective lesson preparation,so as to help the junior middle school language teacher better for collective planning,produce more and more outstanding achievements of junior middle school Chinese collective lesson preparation,make collective lesson preparation to achieve the real value.