An Investigation And Research On The Professional Development Of Junior High School English Teachers Based On Collective Lesson Preparation

The century-old plan is based on education.The development of education is teacher-oriented.Forging a team of high-quality,professional and innovative teachers is not only a requirement of modern education in the new era,but also a pragmatic action to implement General Secretary Xi Jinping’s "to be a good teacher with four talents".Teaching preparation is one of the basic links of a teacher’s teaching work,is an important factor that affects the quality of a lesson.As an innovative form of lesson preparation,collective lesson preparation is a vital manifestation of school-based teaching and research activities and one of the basic ways for teachers’ professional development.Collective lesson preparation is the process of dividing teachers of the same grade and subject into different teaching and research offices,and then formulating teaching design based on curriculum standards,teaching difficulties,teaching methods,and student conditions.With the in-depth implementation of the new curriculum reform,the form of collective lesson preparation has been applied by more and more primary and junior high schools.On the one hand,junior high school English collective preparation has played an important role in facilitating the professional development of English teachers,enhancing the standards of expertise of English teachers,forming a teaching and research atmosphere of mutual assistance and cooperation,and increasing the quality of education and teaching.On the other hand,there are still many problems in practice.In order to understand the existing conditions of junior high school English teachers’ collective lesson preparation,English teacher professional development,and the impact of collective lesson preparation on the professional development of junior high school English teachers,the author takes the professional learning community theory and humanistic learning theory as the basis,and investigates the English teachers of Q junior high school Objects,32 junior high school English teachers were randomly picked to carry out a questionnaire inquiry,5 teachers were representatively picked for interviews,and a non-participatory observation was made on the collective lesson preparation of the English lesson preparation group for the first and second grades.Then have a systematic and comprehensive discussion of the survey data.By means of this research,we will strive to answer and solve the following three questions.(1)What is the existing conditions of the implementation of collective lesson preparation by English teachers in Q junior high school?(2)What is the status of professional development of English teachers in Q junior high school?(3)What is the impact of collective lesson preparation on the professional development of junior high school English teachers?The author summarizes the implementation effect and existing problems of Q junior high school English teacher professional development based on collective lesson preparation from three aspects: the existing conditions of Q junior high school English teachers’ professional development,the status of Q junior high school English teachers’ professional development,and the influence of collective lesson preparation on the professional development of junior high school English teachers.The research shows that the collective lesson preparation in Q junior high school has achieved certain results in the implementation,and has a positive impact on the professional beliefs and attitudes,professional knowledge,professional ability,self-development awareness and understanding of junior high school English teachers.At the same time,it points out some problems that need to be solved urgently,and puts forward some corresponding improvement strategies.Research of this paper tries to provide some ideas and opinions based on collective lesson preparation of junior high school English teachers’ professional development,cause the attention of managers and front-line English teachers,in order to better promote the implementation of the new curriculum reform in the front line of teaching,play a role in promoting the improvement of teaching standards and boosting the professional development of teachers based on collective lesson preparation,etc.