1 Clarify the goal and significance of collective lesson preparation.
Collective lesson preparation is to give full play to teachers' personal potential, highlight teachers' personal teaching charm and make classroom teaching by going up one flight of stairs through teachers' collective wisdom collision and group thought exchange. Its goal is diverse: from the academic level, its goal is to let students acquire knowledge and ability, habits and methods, as well as learning experience through the teaching of this course, so that every student can gain something in this course; From the teaching point of view, it promotes teachers' professional growth by grasping teaching materials, breaking through the difficulties in teaching and effectively designing teaching links. Effective collective lesson preparation is an important carrier of the integration of teaching and research and an important way to promote teachers' professional development.
2. Determine the content and requirements of collective lesson preparation.
Student 2. 1. Designing teaching for students' needs and development is not only an idea, but also a concrete teaching behavior. It requires teachers to deeply understand students, study students' non-intelligence factors, including students' learning interests, learning attitudes and learning habits, and analyze the knowledge in this section, including what knowledge and skills students have. What haven't you mastered yet? What knowledge can students teach themselves? What needs teacher's guidance? Finally, we should consider the recent development areas of students in order to obtain the maximum development of students.
2.2 Prepare teaching objectives. Teaching goal is the starting point and destination of teaching. Teachers should fully tap the educational function of teaching materials, make efforts to impart knowledge, cultivate skills, develop intelligence and cultivate emotions, and establish three-dimensional goals. Goals should be operable and detectable, reflecting creativity and development. In addition, the teaching goal is to stipulate the results of students' learning behavior and should be student-oriented.
2.3 Prepare the teaching emphases, difficulties and precautions. Prepare methods to highlight key points, strategies to break through difficulties and ways and means to summarize points for attention, so as to design reasonable and effective inquiry activities for students' autonomous learning.
2.4 Grasp the depth and breadth of lesson preparation teaching. Combining the curriculum standards and teaching objectives, we should accurately grasp the cognitive levels such as cognition, understanding, understanding, application, preliminary learning and learning. These cognitive levels put forward different teaching requirements according to students' cognitive level and the position and role of this knowledge point in the subject content. When preparing lessons, we should not only prepare various knowledge points, but also mark the cognitive requirements of teaching with A, B and C respectively, so as to grasp the depth, difficulty and breadth of teaching and practice.
2.5 To prepare for the creation of teaching situations. Today, with the full development of resources, lesson preparation itself has become a gold mine to be explored. Teachers should effectively integrate textbook resources with other curriculum resources, create teaching situations, pay more attention to the guidance of learning methods and students' full participation in preparing lessons, and change the way teachers teach and students learn. Therefore, lesson preparation should have both presupposition and generation, and advocate the development and application, generation and development of curriculum resources.
2.6 the choice of lesson preparation exercises. According to the key points, difficulties, points for attention, depth and breadth of the teaching content in this section, design exercises with gradient, give students a choice in reflecting the gradient, and teach students in accordance with their aptitude.
3. Establish strategies and procedures for collective lesson preparation.
First of all, we should fix the content and requirements of each lesson preparation and prepare lessons collectively. Secondly, in order to avoid blindness, at the beginning of the semester, the lesson preparation team leader should organize a general collective lesson preparation, mainly discussing macro issues such as the teaching direction, key research contents and teaching time allocation of this semester. Then, according to the curriculum standards and textbook arrangement system, we will make a collective lesson preparation plan for undergraduates, arrange the content of each lesson preparation and the central speaker, and print out a form to follow, so that every teacher can know fairly well. In this way, every collective lesson preparation is purposeful, targeted and effective.
3. 1 Individual provides the initial case. Collective lesson preparation is an exchange and discussion based on teachers' personal study and independent lesson preparation. If there is no personal teaching research, no personal thoughts, blind use of teaching resources provided by others and application of other people's experience, teachers will completely lose themselves and rely entirely on collective lesson preparation, and there will be no sunshine in life. Therefore, before organizing collective lesson preparation, teachers should first think and form high-quality initial cases according to the content and requirements of lesson preparation, so as to ensure the pertinence and effectiveness of communication and improve the effect of collective lesson preparation.
3.2 Collective communication forms a * * * case. Under the protection of the initial case of the integration concept, collective lesson preparation has a life foundation. In collective communication, lectures are given by the speaker, that is, learning situation analysis, teaching objectives, breakthrough of important and difficult points, deep and wide handling, situation creation, exercise selection, confusion, reflection and so on. Then the team members expressed different opinions according to their original cases. Through lectures, group members compare with each other and have targeted discussions in the group. We can debate and think about some common problems, study and discuss some specific knowledge points and exercise designs, and also discuss some formative problems and put forward suggestions and opinions. At the same time, the group members put forward their own confusion in the discussion of preparing lessons. After the collective communication, the speaker synthesizes the collective opinions, determines the best lesson plan for each link, and modifies the initial case to form a case with group wisdom.
3.3 Individual modifications form a case. After the collective * * * case is formed, teachers should reflect and modify the teaching ideas they have learned according to the reality of their own class students, grasp the essence and use them flexibly. Form a case that combines the strengths of many families and has its own personality, and apply it to teaching practice in order to better promote teaching.
3.4 Reflection after teaching forms excellent cases. Teaching needs reflection. In the classroom practice of individual cases, teachers verify the operability of each link according to the actual situation of the classroom, and remember its success or failure, so that each class must be reflected and recorded as a teaching postscript. Communicate with the same group, summarize and modify, and the lecturer will further organize the * * * cases into excellent cases, laying a foundation for improving the quality of the next round of collective lesson preparation.
In short, collective lesson preparation is always a dynamic improvement process, which requires teachers to actively explore and demonstrate. The author hopes that more teachers who are enthusiastic about the study of teaching methods can see the essence through the phenomenon, fundamentally update their concepts and change their methods.