Research On Lesson Plan Problems

Lesson plan refers to the practicing project that the teachers make on the basis of the teaching theories. Is it made according the features of the teaching objectives and the teacher's own teaching ideas, the teaching experiences, teaching styles, and while it is being made, the systematic ideas and approaches are used in order to analyze the teaching problems and needs, to define the teaching objectives, to establish the steps for solving the problems, to probably combine or arrange the teaching properties for the purpose of optimizing the teaching effects. When a teacher does some research on making the plan, he does it for the purpose of stressing the classroom teaching on the one hand, and on the other hand, he uses it as a useful process to accumulate the materials, to integrate his own teaching experiences, and to improve his teaching levels. The lesson plan is like a professional driving force to a teacher, and with the help of which the new teachers may be able to enter the classroom confidently, and at the same time, the designing of the plan can also make them understand, to get familiar with the process on the basic elements of the teaching activities. And eventually, the plan can help them to design their own lesson plan according to their own rich and highly organized practical knowledge.The lesson plan shows great significance and value for the classroom teaching and the professional growth of the teachers, but at present, many problems are still existing in making it among the middle school teachers. After my analysis on the questionnaires that I have made and the interviews as well as my clearing up work on the philological materials, the dissertation has made a combination of the problems existing among the middle school teachers in two ways: first, the lesson plan has been used as the means for the daily administration, in this case, both the forms and the contents are made mechanically and ridiculously simple and dull, and something harmful like copying the plans and making up the plans even after the lessons had been carried out without the plans. So the plan cannot exert its values and useful roles. On the other hand, the teachers are often self-centered and the knowledge giving and receiving as the ultimate basis in designing the plans, and this often causes the classroom teaching to become too static, and as a result the application of the growing resources are unexpectedly neglected.Threes causes can be found here: first, the teaching administration is not only toostatic systematic, but also too refined and normative; secondly, the over-stress on the quality evaluation makes the plan become the only criterion to scoring of the teacher's work; thirdly, the transformation of the teaching ideas is now not only greatly changing the teacher's teaching, but also affect the others' understanding about the lesson plan.Then how can we remake the lesson plan become the supporting facilities so as to make it be efficiently used by the teachers in their daily work? Three suggestions can be offered here: First, return to the original definition of the lesson plan. The value of the plan should be rationally researched and explored, only by doing this can it be probably used. Secondly, administer lesson plan scientifically. The school administrators should loose the standards of the contents and the forms of the plan, and make the relationship clear between lesson plan and preparation, and also the relationship between the plan writing and using. The regular administrative routine should be set up and the using range of the lesson plan should be expanded. Thirdly, reform both the form and contents of lesson plan. The students' subjective roles should be considered in designing the plan, and it should be made dynamically, elastically, and included as the pre-designed objective in the growing resources of the teaching.