How to Make Master Preparing Lessons an Effective Form of School-based Teaching and Research (Xinmin Central School Learning Paradise)

Summary: Master preparing lessons is one of the important forms of school-based teaching and research. Only by positioning the function of preparing lessons as solving problems, taking teaching research as the main task of preparing lessons, and giving full play to the "three elements" of self-reflection, peer assistance and professional guidance in the process of preparing lessons, can preparing lessons become an effective form of school-based teaching and research. Keywords: preparing lessons by school-based teaching and research. Under the background of vigorously promoting school-based teaching and research, many schools across the country have prepared lessons. In view of the fact that there are few parallel classes in schools within the jurisdiction, our school began to hold the main lesson preparation activities in the 2008 school year, taking the same grade group of the central school as the unit, and carried them out at the beginning and middle of each semester. After three years of exploration and practice, we have initially realized the charm of master lesson preparation, and also felt its value in school. So, how to improve the scientificity and effectiveness of the master's lesson preparation? We believe that three problems should be solved, namely: how should the main lesson preparation be positioned? What is its main task? How to play the role of "three elements" in school-based teaching and research? Below, I will briefly talk about our practice and thinking. First, the main function of preparing lessons should be to solve problems. Lesson preparation is the preparation for class, and this kind of "preparation" has a wide range. It can be learning theory or analyzing learning situation; It can be a reflection on lessons or a summary of experience; It can be a case study or a method discussion. In my opinion, teachers' cooperative lesson preparation should be mutual communication, mutual progress and mutual improvement. The main task of preparing lessons is to communicate with each other in the analysis and treatment of teaching materials, the breakthrough of difficult contents, the mastery of confusing and error-prone knowledge, the determination of teaching rules, the development and utilization of teaching resources, and the skills of presupposition and generation. The most fundamental thing is that teachers should collide with teaching thinking or enjoy teaching wisdom around "problem solving", thus promoting the improvement of teaching behavior. Therefore, the main lesson preparation is a series of activities based on problem focusing and solving, and it is a basic process of focusing on problems, forming plans, classroom practice and after-class reflection. Two, the main lesson preparation should give full play to the role of self-reflection, peer assistance and professional guidance. School-based teaching and research is one of the important contents of school-based research. Teachers' self-reflection, teachers' peer assistance and professional guidance of professional researchers are the three basic forces to carry out school-based research and promote teachers' professional growth. Since preparing lessons is an important form of school-based teaching and research, we must play the role of self-reflection, peer assistance and professional guidance in preparing lessons. 1, the main lesson preparation pays attention to personal reflection. Teachers' personal reflection should include at least four times: reflection before the initial lesson preparation, reflection during the discussion, reflection after class and reflection during the next lesson preparation. Teachers should not come with "empty heads" when attending the main lesson preparation, but should have some in-depth thinking about the content of the main lesson preparation. Before the collective discussion, teachers must reflect on the teaching practice, read the enlightenment materials by themselves, write the draft teaching design, and prepare for the exchange class. In the collective discussion, we should reflect on the lessons prepared by others and revise the teaching plan according to the learning situation. After-class reflection is the summary stage of the main lesson preparation. Exchange the experience and confusion gained in teaching, affirm the advantages, find out the shortcomings, study the new problems in teaching practice, clarify the improvement measures, foster strengths and avoid weaknesses, and promote the next teaching. In the next master lesson preparation, we should review the last lesson preparation and its teaching implementation process, review the trajectory of teaching design, contact the details of classroom teaching process, exchange our "coping strategies" in the face of "emergencies", feel our own confusion and confusion, reflect on our own shortcomings, and enjoy the successful experience ... 2. Master preparing lessons is an effective way for teachers to help each other and cooperate, which is conducive to rallying the strength and wisdom of the collective and giving play to the role and advantages of the group. Therefore, master lesson preparation should be an equal, democratic, mutual assistance and open communication process. What needs to be overcome is that every time a group prepares a lesson, key teachers and academic leaders give a "centralized" central speech, so that ready-made "model" lesson plans can be provided for other teachers to appreciate. This kind of lesson preparation activity replaces teachers' independent thinking, which leads to the lack of communication and reflection between ordinary teachers, backbone teachers and academic leaders, the foundation of mutual communication and learning improvement, and the "collective" significance of lesson preparation. It will also become an empty talk to promote teachers' professional growth through preparing lessons. Relatively speaking, backbone teachers and academic leaders should play the role of guidance, guidance, demonstration, driving and control, and should undertake the training task of mastering the whole textbook. However, every teacher is the protagonist, and should effectively participate in it, study the difficulties of textbooks, find the key points to maximize the role of textbooks, find the growing point to cultivate students' innovative spirit and practical ability, and find the focus to highlight students' dominant position and implement the concept of curriculum reform. Everyone is really moving, communicating in interaction, thinking in interaction, harvesting in interaction and growing in interaction. Therefore, in practice, we should not only give full play to the role of individual guidance and peer assistance, but also pay attention to the key points between them, especially to promote equal communication between teachers. This is because in the new curriculum reform, both new teachers and old teachers need to change their concepts, improve their knowledge structure, improve their teaching methods and improve their teaching level. Emphasizing equal communication in lesson preparation can not only make up for the shortage of young teachers with the knowledge and experience of old teachers, but also impact the old ideas and models of old teachers with new ideas and new ideas of young teachers. In this way, the head teacher can help new and old teachers help each other, share resources and develop together, and effectively promote the process of new curriculum reform. Third, we should take teaching research as the main task of collective lesson preparation. Master preparing lessons is an important form of school-based teaching and research. Although different schools have different models, it is the same to regard teaching and research as the main tasks of preparing master's lessons. The problems discussed can cover the whole education and teaching activities, not only discussing lesson preparation and teaching design, but also discussing some problems that teachers are concerned about or need to solve. Here I take the three-step master lesson preparation process of "individual preliminary lesson preparation → collective discussion → secondary lesson preparation" as an example to elaborate. 1, personal initial preparation link: excavate and process teaching materials and find teaching problems. In the personal preparation stage, the grade group divides the work according to the teaching content and determines the main and standby personnel of each content. The master and the backup will have a deep understanding of the content of lesson preparation, sort out the knowledge points and teaching objectives of the teaching content, determine the key and difficult points of teaching, and write initial teaching plans, self-study outlines, skills training questions and so on around the knowledge points. Teaching assistants should also learn to understand the teaching materials, clarify the knowledge system of the teaching materials, sort out the knowledge points of teaching, initially consider the corresponding teaching design, and write an outline for preparing lessons. At the same time, teachers who participate in preparing lessons actually have to face their own classrooms and their own students to find problems. This link is the excavation and processing of teaching materials and the discovery of problems. It is also a process for teachers to analyze and study the content, general goal, key and difficult points, teaching measures and teaching progress of teaching materials, so as to understand the content and writing intention of teaching materials. 2. Collective discussion session: * * Form a plan after discussion, concentrate on solving problems. In the collective discussion session, teachers of the same grade discuss, modify, supplement and improve the preliminary teaching plan, and discuss and finalize the content of question preset, comment and question. Each teacher communicates his weaknesses or puzzles in teaching while discussing. After discussion, he refines the problems in teaching with "* * *" or "universality" to form the research theme of this group. Under the coordination of the monitor, the teachers put forward the method of "solving problems" according to the research theme of the group and their own specialties. The active and standby teachers are responsible for giving lectures, introducing the methods and ways of "solving problems", and other teachers put forward suggestions and supplementary opinions to form recognized teaching plans. This link highlights the collective discussion and problem solving, and shows the whole process of the grade group from choosing the theme to solving the problem. All members of the group discuss and communicate with each other in a discussion manner. For example, the low-level group in our school focused on this issue on the basis of discussion: how to solve the problem of some students' homework delay? Faced with the problem of homework delay, teachers agree that: first, it is related to students' study habits; The second is related to the design of classroom assignments. Therefore, in order to improve teaching efficiency and solve the problem that some students are in arrears with their homework, they set the theme of this study as: carefully designing open-ended homework to improve students' interest in learning. Another example is the focus of the fourth grade group: how to make students master the angle measurement method skillfully? After discussion, the teachers think that "jingle" can be used to help memorize the angle measurement method, because "jingle" is easy to catchy, simple and easy to remember, and students are interested. So I made up a jingle: point to point, edge to edge, find the scale along 0 degrees, the inner circle 0 degrees depends on the number of turns, and the outer circle 0 degrees depends on the number of turns. 3. Preparing lessons in middle school: highlighting teachers' teaching personality and reflecting on refining new problems. In the second lesson preparation, teachers express their educational ideas in a unique teaching way, adjust the general content and design the teaching process according to the reality of themselves and the class and the unique class atmosphere and learning environment. Therefore, we must do two things: first, preview the general content before class, prepare lessons for the second time according to the situation of learning and teachers, and write personalized teaching plans under the guidance of the general content. Second, after class, we should rethink and refine new problems. Before class, you should compare the preset plans and strategies. If the problem has been solved, it is necessary to refine the new problem and enter a new round of circular discussion activities. If the problem is not solved or not completely solved, further analyze the reasons and find new strategies. If the problem-solving strategy of this activity is effective, but problems related to the original problem are found, the related problems can be taken as the problems to be discussed in the next round of activities. For example, when the senior Chinese group of our school held a seminar with the theme of "read carefully, read carefully and read carefully", it was found that reading teaching should not only read truth, emotion, enlightenment, thought and beauty, but also cultivate students' interest in reading. Therefore, "how to cultivate students' reading interest" has become the theme of the next round of research. In short, only by positioning the function of preparing lessons as solving problems, taking teaching and research as the main task of preparing lessons, giving full play to the three elements of self-reflection, peer assistance and professional guidance in the process of operation, integrating preparing lessons with school-based teaching and research, infiltrating teaching and research in preparing lessons, and promoting preparing lessons through teaching and research. In this way, master lesson preparation has become an effective form of school-based teaching and research, thus promoting the better development of school-based teaching and research and promoting the construction of school culture that teachers actively explore. References: 1. Yu Ming. Reflections on collective lesson preparation. Principal's reading: April 2006. 2. Deng Gongming. Get out of the misunderstanding of collective lesson preparation. Teaching and educating people: 2007, 8.