The Research Of Teachers’ Professional Development Based On Collective Lesson Preparation

Collective lesson preparation is a series of lesson planning activities which based on theschool system, and the individual fully preparation of each teacher, and through the formssuch as collective discussion, teaching practice to develop a scientific and effective teachingdesign. Education should be based on the teachers. Collective lesson preparation hasimportant and far-reaching significance for the standard of teachers’ professional development,creating a noble ethics, business skilled, reasonable structure, vibrant high-quality teachers,curriculum implementation, promote the reform of new curriculum, the implementation ofeducation reform and development plan for spirit, realize the education equalization, theimplementation of quality education, and improve the quality of education.This paper takes junior high school chemistry teachers in Neiqiu County Hebei provinceas the research object. On the basis of fully research, it compiled the “collective lessonpreparation implementation status questionnaire” to survey the current situation of thechemistry teachers’ in collective lesson preparation. Then according to the results of thequestionnaire, six aspects of the problems are summarized.(1) Purpose: prepare just for thelessons;(2) Management: pay attention to “the result”, ignore “the process”;(3) Forms: payattention to "the interaction", ignore "the independent study";(4) Contents: pay attention to"the conclusion", ignore “the basis”;(5) Process: pay attention to “the wisdom of seminars",ignore "tracking";(6) Results: pay attention to "lesson plans to generate", ignore "ability toascend”. For this reason, this paper analyses the causes of these problems from three aspects:the school, the lesson preparation group, and the teachers. On the basis of the school researchactivity, it combines collective lesson preparation, personal preparation and class observationand assessment, and puts forward the four-paragraph collective lesson preparation model:independent lessons, seminars, classroom observation and assessment, individual characterlessons.In order to further study the promotion of collective lesson preparation to the teachers’professional development, based on the above research, taking a specific case as the carrier,according to the four-paragraph collective lesson preparation model, it conducts the practice research from the following aspects: the interpretation from the teaching goal and teachingmaterials, grasp the learning situation, researching the structures of the teaching process,choose the teaching way, classroom observation and assessment etc.In order to evaluate the result of the practice research, it adopted the self-appointedpapers of “teachers’ evaluation rules of classroom teaching”,“students’ evaluation form”and “the students’ questionnaire about the classroom effect”, and it analyses teaching effect ofthe collective lesson preparation, and designed an interview outline to interview differentperiods of teachers--initial adjustment period, mature and competent period, plateau periodand successfully creative period, to make up for the inadequacy of the questionnaire survey.The practice results of the collective lesson preparation show that: it enriches and developsthe teachers’ professional knowledge, increases the teachers’ professional ability, improves theteachers’ professional philosophy and ethics, promotes the teacher professional development,improves the teaching efficiency, improves the quality of teaching, and pushes for theimplementation of the new curriculum.