High School History Lesson Preparation: Basic Principles, Problems And Strategies

As the old saying goes: " cast an anchor to windward." It shows that in order to reach the expected results, one should be fully prepared for all the work, so does teaching. In the context of new curriculum, the faculty's collective lesson planning, which has lasted for as long as half century, has received increasing attention by the schools, teachers and researchers. To overcome the drawbacks of the traditional collective lesson planning and to highlight the its dominance, innovation for collective lesson preparation and breakthroughs in practical procedures are indispensable.Combined with her working experience, the author thinks the advantages of collective lesson planning can be embodied in the following aspects: it provides the preconditions for effective teaching, promotes the professional development of the teachers, improves the studying and scientific research abilities, makes the faculty to communicate with each other equally and elevates the teaching efficacy. And the main problems can be stated as the following: the collective lesson preparation is misunderstood, generality, competition and preparations are way emphasized while personality, cooperation and revisions are ignored, history-teaching is a little bit green. The biggest challenges the new curriculum topic designs bring to the collective lesson planning are: how to move from lesson preparation to unit preparation? How can the students form the correct historical sequence in topic learning? What can the teachers do when the knowledge reserve is out of stock faced with cross-discipline text?Aiming at the formalism in collective lesson planning, the author presents that the system of practical and feasible collective lesson planning can be established or perfected to bring the function of collective lesson planning to play better; Create a favorable environment for discussion to realize collective lesson planning in real sense; Put the organization techniques to use skillfully to enhance the quality of collective lesson planning. The author also puts forward her opinions of establishing the system for independent and solid studies, free teaching, open and autonomous evaluation and the secondary lesson preparation to nurture personalized teachers. To strengthen teachers' effective cooperation in the collective lesson planning, the author brings forward that the teachers should shift their traditional opinions, know themselves well and perfect their individual personality. At the same time, teachers in one group should attend each other's class observations frequently. Faced with the topic designs in the new curriculum, teachers should focus on the topics preparation in the collective lesson planning, divide their work but also cooperate with each other, and also constitutes a studying-typed preparation group to make up the insufficiency of the knowledge reserve of teachers.