The Status Research Of Teachers’ Lesson Preparation In Junior High School

As the premise of teaching, lesson preparation has great significance for improving thequality of teaching, promoting teachers’ professional development and advancing the speedof quality-oriented education. That can be said “pull one hair and the whole body isaffected”. Therefore, lesson preparation means much to teaching, especially in the contextof curriculum reform. New curriculum put forward higher requirement for teachers’teaching skills, including the capability of making lesson plans, since the traditional patternof lesson preparation cannot meet the needs of new curriculum any more. Enhancingteachers’ lesson planning is the key to improving the quality of teaching, ensuring theeffectiveness of New Curriculum and enforcing quality-oriented education in the wholecountry. Therefore, it is necessary to find out the gap between status quo and ideal situationof teachers’ lesson preparation. On the basis of previous studies, the author determined todo a research on teachers’ current situation of lesson preparation as well.The research was carried on from six aspects, which are teachers’ understandings andideas of lesson preparation, the patterns, contents, process and schools’ management of lessonpreparation. The author utilized four research methods: documentary method, questionnairemethod, interviewing method and textual analysis. The object of study consists of200teachers from four junior schools in a certain city, eight of which were also interviewed.What’s more, the author chose fifteen teaching plans as sample and analyzed teachers’ lessonpreparation.The whole text is composed of five parts. In the first part, the author introduced thegeneral background of the research and the objective and meaning of doing this research. Inthe second part, the author made a conclusion of research actuality. Then the author pointedout the research direction of this one and found out two supportive theories. What’s more,the author defined the concept of lesson preparation. The third part is about the results andanalysis of the research. In this part, the analysis were spread from six aspects, which areteachers’ understandings, concepts, patterns, contents, process of lesson preparation and themanagement of schools. Through the analysis, the author found the integral situation wasnot perfect. Each aspect has some problems need to be solved. The reasons that causedthese problems are various. In the forth part, the author came up with several strategies forresolving the problems of lesson preparation. In the last part, the author concluded thewhole research and reflected the shortcomings of this research, which will be helpful for thefuture research.