A Study On The Good Class View Of Junior Middle School Teachers

What kind of lesson can be called a "good lesson"? This issue has long been concerned by many teachers. With the implementation of the new curriculum standard, researches on "good lessons" increasingly showing a flourishing state, a growing number of academics, research staff and teachers put forward their views on what can be called a "good lesson".On the basis of sorting out the study of the relevant literature about good lessons, research has found that previous studies mainly studied a good lesson from the perspective of describing the standard of what is a good lesson, among four groups which are academics, research staff, teachers and students. However, building the criterion of a good lesson lacks theoretical foundation. In the existing literature, the studies of good lessons are more than the researches on the concept of good lessons. Whether there are different types of what is a good lesson between teachers or not, whether these ideas in teachers are in line with the requirements of the new curriculum standard, how can the concept of a good lesson be put into practice, all of these are lacking in discussion.Under the premise of sorting out researches on good lessons based on different historical periods, based on constructivism, multiple intelligences theory, humanism and post-modern perspective on curriculum theory, combined with the current requirements of the new curriculum ideas, the standard of a good lesson under the background of curriculum reform is been built. From the dimensions of start, process, and results of classroom teaching, standard of a good lesson includes:raw nature, constructive, generative. The starting point of a good lesson must be student-centered, which should reflect the constructing process and positive exchanges between teachers and students, the final result should be generated by effective teacher-student interactions.Combined with the constructed standards of a good lesson and going deep into the teaching practice, teachers view on what is a good lesson is surveyed. Teachers’ view on what is a good lesson is studied in an actual teaching situation. Combined with classroom observations, it shows that there are bias in certain degrees between teachers’ concept of what is a good lesson good and the new curriculum standard.Finally, two teachers are selected and been intervened in their teaching classes. Combined with the standards of what can be called a good lesson proposed by the author, from the six aspects of objectives, content, processes, methods, results and evaluation of the actual teaching conditions and strategic advice on how to meet standards of a good lesson in teaching practices is made by the author and effective exploration of carrying out the standards into teaching practices is made by guiding teachers the specific steps.