First, collective lesson preparation should train teachers and strive to standardize.
For some teachers who have just come into contact with collective lesson preparation and have already come into contact with collective lesson preparation, there are often vague questions about collective lesson preparation. For example:
Practice has proved that collective lesson preparation is an open teaching and research activity and also a teaching management activity, which urgently needs the reasonable guidance of managers and the active cooperation of teachers to understand the procedures and tasks of collective lesson preparation. This requires the school's teaching and research managers to properly train teachers who participate in collective lesson preparation. This kind of training makes teachers clear about the significance, procedures and responsibilities of collective lesson preparation. So as to improve the enthusiasm of teachers. Training content can include organization and management, activity flow, information feedback, time arrangement, etc.
1, organization and management. Collective lesson preparation is managed by the Academic Affairs Office. Collective lesson preparation activities are generally organized by the teaching and research team leader. For large-scale subjects, such as Chinese, it can be divided into several lesson preparation groups, and the collective lesson preparation team leader is responsible for the specific implementation. The teaching and research team leader guides and participates in the group's lesson preparation activities.
2. Activity flow. The activity process consists of several links: activity preparation, collective discussion, revision of the outline and writing of lesson plans. First of all, the leader of the lesson preparation group will inform all members to study the teaching materials and curriculum standards carefully in advance before the collective activities; Determine the center spokesperson, and let the center spokesperson take the lead in giving lectures at the determined time and place; Then it will be discussed by the teachers in the preparation group; After collective discussion, the spokesman of the center revised the outline and compiled the teaching plan, and unified the curriculum, standardized questions and assessment requirements; Finally, the teachers of each class prepare lessons for the second time according to the collective lesson preparation outline and the learning situation of each class. At this moment, teachers need to give full play to their personal strengths on the basis of collective lesson preparation.
3. Information feedback. Before each centralized discussion, put forward the key issues reflected in the collective lesson preparation for future reference.
4. Time schedule. According to the characteristics of the subject and the actual situation of the school, the school can stipulate several times to prepare lessons collectively in a semester.
All these should be put forward at the business meeting, so that teachers can clearly understand their tasks and responsibilities. So as to improve the efficiency of collective lesson preparation.
Second, collective lesson preparation should have a clear division of labor, unity and cooperation.
This is an effective guarantee for collective lesson preparation. The success or failure of collective lesson preparation depends on the cooperative relationship and spirit among members. In summing up the benefits of teacher cooperation, some experts said that teacher cooperation will produce psychological support, generate new ideas, show cooperation, draw strength, reduce workload, support change and other benefits. And collective lesson preparation has such advantages. Then, how can collective lesson preparation teachers work together to make collective lesson preparation reach a higher level and be fruitful?
1, head of the collective lesson preparation group. A popular academic leader can be democratically elected within the grade group, who will be the leader of the lesson preparation group and organize collective lesson preparation. The effectiveness of collective lesson preparation is closely related to the leaders who prepare lessons. Collective lesson preparation cannot be irrelevant. To design a set of collective lesson preparation mode with clear requirements and specific contents, the more specific the requirements for team members, the better the lesson preparation effect will be. For this reason, the leader of lesson preparation should first arrange for teachers to personally interpret and think about the contents of collective lesson preparation, and discuss with other teachers after perfecting their thinking, experience and confusion in collective lesson preparation. Secondly, in the centralized discussion, the lesson preparation team leader called the teachers in this group to put forward the lesson preparation requirements: democracy should be promoted in the discussion, and different opinions should be allowed. The teachers in the lesson preparation group should fully discuss the important and difficult points, teaching methods, learning methods and homework according to the lesson preparation content. These are all related to the efforts of the group leader.
2. A spokesman for the collective lesson preparation center. Every time a group prepares a lesson, the leader of the lesson preparation team should determine the center spokesperson, and the determination of the center spokesperson should take into account the teacher's teaching experience, knowledge level and teacher's sense of responsibility. Of course, a good medicine takes into account the training and experience of young teachers, and we should be brave enough to give them a burden. The spokesman of the center should prepare the teaching materials and come up with a plan, and then give lectures in the collective lesson preparation discussion, covering every link of teaching design. This requires the spokesman of the center not only to delve into the teaching materials, thoroughly understand the teaching materials, grasp the important and difficult points according to the teaching requirements, but also to determine the direction of content implementation, design the appropriate class type, arrange the teaching process, choose the appropriate teaching methods and learning methods, and clearly express his teaching ideas at the meeting. And broaden their horizons, learn from the good experience of others, increase nutrition for teaching and enrich their teaching plans.
3. Other members of the preparatory group. The lesson preparation mode should be "individual lesson preparation-collective lesson preparation-individual lesson preparation". Collective lesson preparation must be based on the premise of one person preparing lessons. Therefore, the members of the lesson preparation group should study the teaching materials in the lesson preparation stage, and lesson preparation plays an important role in the whole lesson preparation activity, so as to achieve "having a goal in mind", "having someone in mind" and "having a case in mind". "Having standards in mind" means to consider the specific content of this course and how to implement the curriculum standards in reading teaching. It means to take students as the middle school and design teaching plans for all students. "Having a method in mind" means designing the best teaching method according to the teaching content; "Having a case in your chest" means that when discussing collectively, everyone should have his own teaching plan in his chest. Only when each teacher has his own teaching opinions and delves into the teaching materials in depth and in detail will the collective lesson preparation meeting show the effect of expressing his own opinions and letting a hundred schools of thought contend. In order to fully reflect the quality of teachers. Every teacher should have a collective lesson preparation record book. This notebook should not only be a notebook for sharing wisdom when preparing lessons collectively, but also a notebook for combing experience and listening to confusion when preparing lessons collectively.
In addition, after class, teachers should also write teaching reflections after each teaching design according to the actual situation, so as to wait for feedback from the next meeting as their own accumulation.
In addition, all lesson preparation teachers (including the leader of teaching and research group, the leader of collective lesson preparation, the center spokesman and the whole group of teachers) should pay attention to the following three issues: mastering and implementing the requirements of curriculum standards, and fully understanding the teaching content, objectives and tasks. Second, we should combine the teaching plan of the whole semester, give consideration to the overall situation and highlight the key points. The purpose of doing this is to grasp the wholeness and overall situation and study the teaching materials as an organic whole. Third, prepare unit lesson plans together with class lesson plans. Let the goal of unit knowledge be implemented in every text.
Third, collective lesson preparation should closely follow the curriculum standards and pay attention to teaching accumulation and reflection.
The situation of teaching reform is developing rapidly, and new ideas and teaching methods are emerging one after another. Facing the new curriculum, people often lack not advanced ideas, but the ability and wit to combine ideas with practice. As the grass-roots organization of teaching activities, the preparation group is most capable and qualified to absorb new teaching ideas and try new teaching methods. Both the management and the lesson preparation team should have a sense of innovation, learn from others, and strive to turn collective lesson preparation activities into scientific research activities, learn new ideas and try new teaching methods. Collective lesson preparation embodies the spirit of "cooperation, exploration, innovation and people-oriented". By doing this, our collective lesson preparation activities can continue to a higher level. In collective activities, we can constantly improve ourselves and renew ourselves; At the same time, it can also form a good teaching and research atmosphere and cultivate excellent teaching talents.
Collective lesson preparation is a process of collective creation. All teachers in the preparation group should summarize and reflect in time and give full play to the role of notebooks. Record your growth. After each collective lesson preparation, all teachers must complete their second-level lesson preparation. Therefore, after the finalization, plus reflection, it is of great accumulation value. It can be saved in electronic form as a teaching resource of the school. After a reincarnation, it can be printed into school-based teaching materials to provide information for future teaching.
In short, the characteristics of collective lesson preparation are: cooperative inquiry, participation in reflection, peer help and * * * common growth. Teachers' development needs self-awakening and self-improvement, and they must actively participate in educational research and school-based training activities, learn teaching materials and prepare lessons collectively. Only in this way can they truly realize their professional development and grow together with the new curriculum.