| The new round of basic education reform has put forward higher requirements for teachers’ comprehensive abilities,emphasizing the updating and improvement of teachers’ educational concepts,teaching methods,and educational research capabilities.Collective lesson preparation is the most common form of teaching and research activity in schools,and research-oriented collective lesson preparation is an important way for teachers’ professional development.Research-oriented collective lesson preparation refers to a method of preparing lessons for research-oriented teachers,who mainly focus on teaching content,teaching objects,and teaching methods,and conduct in-depth scientific research.Existing research on collective lesson preparation often regards it as a pre teaching preparation activity,analyzing the problems,solutions,or improvement strategies from the perspectives of education,teaching,or teacher professionalism.There is a lack of new understanding and relevant theoretical interpretation of collective lesson preparation in the context of current education reform.This study is based on group dynamics theory,social interdependence theory,and constructivist learning theory to construct an analytical framework for teacher collective lesson preparation research.It analyzes collective lesson preparation from two dimensions: lesson preparation characteristics and practical difficulties,attempts to construct a research-oriented collective lesson preparation model,and proposes implementation strategies for research-oriented collective lesson preparation.This article is divided into four parts.The first chapter is an introduction,which mainly introduces the research background and significance of this study.Based on the definition of key concepts in this article,it summarizes the current research status in China,clarifies the theoretical basis and overall research design of the study.Chapter 2 is an analysis of the current situation of collective lesson preparation in middle schools.Based on the introduction of the management system of Y school’s collective lesson preparation and interview materials,the current situation of collective lesson preparation in middle schools is clarified,which is manifested as "guided by the concept of task based lesson preparation","division of labor based lesson preparation",and "formed teaching plans as the main results".In the process of describing the current situation,summarize the problems of collective lesson preparation in middle schools and analyze them.The specific analysis includes "having more than enough collective lesson preparation but insufficient research","advocating authority too much in collective lesson preparation and neglecting personalized research by teachers","lacking professional guidance in collective lesson preparation,and emotional discussion exceeding rational exploration","teachers lack problem awareness and low enthusiasm for teaching and research in collective lesson preparation",etc.Chapter 3 is the theoretical understanding of research-oriented collective lesson preparation.This chapter starts from the connotation,intrinsic value and basic principles of research collective lesson preparation,and provides theoretical support for research collective lesson preparation.The research type collective lesson preparation is the essence of the integration of teaching and research,which points to the development of teachers’ personality and professional development.Based on this connotation,it points out that the intrinsic value of research collective lesson preparation is to give the collective lesson preparation a correct value orientation,help teachers’ professional development,help to form a good teaching and research culture,help to give play to collective wisdom,and form a teacher community.Chapter 4 attempts to construct a research-oriented collective lesson preparation model.Firstly,analyze the elements of research-oriented collective lesson preparation,including a professional teaching and research team,scientific teaching and research themes,flexible lesson preparation forms,and diverse lesson preparation results.In terms of operational mechanism,research-oriented collective lesson preparation should be based on stimulating subject participation,conditional on forming research topics,key to teacher teaching and research teams,and focused on applying teaching and research results to carry out activities.And it is necessary to follow the principles of "based on school-based authenticity","focusing on practical actions","multi-party participation and cooperation",and "rooted in the micro level of teaching".Chapter 5 proposes guarantee strategies for research-oriented collective lesson preparation.This chapter focuses on the institutional guarantees of schools,enhancing teachers’ research abilities,and strengthening the leadership of research-oriented collective lesson preparation.Firstly,schools should provide institutional guarantees,such as management systems and supervision and assessment systems;Secondly,in order to enhance teachers’ research abilities,schools should encourage the establishment of specialized teaching and research platforms,provide cross school teaching and research opportunities,hire experts for guidance,and create a strong research atmosphere.Once again,strengthen the leadership effectiveness of research-oriented collective lesson preparation,which includes enhancing the principal’s scientific research leadership,mobilizing the enthusiasm of teachers for teaching and research,seeking external support from the school organization,and doing a good job in internal collaboration within the school organization. |
