Lesson Plans In The New Basic Education Curriculum Reform

As is known, teachers are usually engaged in their major tasks such ashaving lessons, preparing for lessons, tutoring students and studying forprofessional development. Recently, however, lots of teachers doubt whether theyshould keep on writing lesson plans and wonder how to write them scientifically;at the same time, the school authorities also wonder whether how to settle theaffairs of teacher'lesson plans management. Although this problem has drawnpeople's more attention and many teachers have been trying to solve it, theefforts are just made to change the ways of writing lesson plan rather thaninnovate the ideas and the system itself. Therefore, the problem has not beenworked out effectively and this doesn't meet the demand of the New BasicEducation Curriculum Reform. This thesis reconsiders lesson plan in itself and itsfunction and how to write, evaluate and guide it on the basis of the New BasicEducation Curriculum Reform. In other words, the thesis explores the so called"lesson plan problems". And thus, Kuhn, T.S.'idea of Paradigm and the Shift ofParadigm can make it clear to us that we should change the Old Lesson PlanParadigm into the New Lesson Plan Paradigm. So the thesis believes, on thebasis of the new idea, lesson plan is the platform on which teachers put teachingtheories into practice, and is also a means for carrying out, diagnosing andimproving instructional design. Only in this way can teachers improve theirinstructional design continuously, so as to teach effectively and greatly promotetheir professional development.