A Case Study Of The Lesson Planning Process Of Primary Math Teachers

In China, preparing for lessons and making lesson plans are major tasks of middle school and primary teachers in their professional activities. However, during the last two decades, studies of the process of teachers' lesson planning have been taken mainly in English-speaking countries. Except setting theoretical frameworks, it seems that few empirical studies concerning school-based teachers' lesson planning have been conducted under the context of Chinese schools. This study, choosing a primary school as a case, aims to investigate how math teachers in a school make their lesson plans.On the basis of the review of the meaning, histories, and studies of lesson plans, chapter one discusses the differences of lesson planning in different traditions of curriculum development, different power structures in school systems and different lessons.Chapter two explains research design of this study. Chapter three and four narrate the history and status of teacher plan management in this primary school, and outline the elements which math teachers think of during the process of their lesson planning, and the differences between novice and expert teachers.The last chapter is the conclusion of this study. Based on the analysis of the case school's data in the previous two chapters, this chapter summarizes the characteristics of math teachers' lesson planning.