A Study On The Lesson Plan Of Chinese In Primary School Based On Alignment

Lesson plan is one of the important fields of curriculum teaching research.Lesson plan not only plays a very important role in guiding teachers’ teaching,but also has significant reference value for teachers to reflect and improve their teaching after class.Therefore,the improvement in teaching quality should start with the professionalization of lesson plan writing.At present,lesson plans have gradually become a means of school teaching management,and the problems of inconsistency of internal organization and disorder of external evaluation environment have become increasingly prominent.In other words,the normative and scientific nature of the writing of lesson plans are declining day by day.How to improve the preset ability of teachers’ professional practice,so as to better guide teaching?How to standardize the relevant standards of lesson plan evaluation and optimize the external environment of teachers’ teaching?This is a question worthy of further study.Starting from the dimension of consistency,this study first clarifies the practical dilemma of lesson plan through literature review;Based on Weber’s and SEC’s alignment analysis model,combined with the relevant requirements of compulsory education curriculum standards,this paper constructs a consistency evaluation framework suitable for primary school Chinese lesson plans;Then,from the perspective of typicality and representativeness,two classical texts are selected as the basis for the selection of teaching plans and different lesson plans written by teachers in three stages of professional development are selected as the object of text analysis.Finally,the case study,comparison and interview were used to analyze the alignment of"target-process-evaluation" of the six teaching plan texts from five dimensions:the alignment of knowledge category,depth,breadth,the balance of knowledge distribution and the coefficient of alignment.Additionally,through interview and investigation,we can understand the reality of lesson plan and classroom teaching.This study attempts to answer the question "What are the evaluation criteria for consistent teaching plans?",trying to clearly show the overall characteristics of the consistency of primary Chinese teaching plans,as well as the different characteristics of teaching plans written by teachers at different stages of professional development.In short,this study constructs a alignment evaluation framework suitable for primary school Chinese teaching plans reflect on the key points of consistent teaching plan writing.In addition,through the combination of qualitative analysis and quantitative analysis,it is concluded that,in general,teachers have a certain sense of consistency in the process of writing teaching plans,which is highlighted in the three dimensions of knowledge category consistency,knowledge depth consistency and knowledge breadth commonality.Besides,the familiarity with teaching,the richness of teaching experience and the attention to their own "living state" all lead to the consistency differences between teachers in different growth stages at teaching plan writing.