The Case Study Of High School Management Of Lesson Preparation Under New Curriculum

Follow the steps of the new curriculum,“student-centered” idea attaches much attention in theteaching process. Teachers should not only focus on how to teach, but also focus on how to helpstudents to learn. The management of lesson preparation under the new curriculum requiresdepartments of teaching management corporate with all the teachers in high school fully understandthe meaning of the new curriculum, establish ideas and behavior that adapt to the new curriculum,improve efficiency and quality of management and teaching activities. High schools are in full swingfor the new curriculum. Under this circumstance, the study of management of lesson preparationwere expected to improve the quality of teaching and the smoothly carried out of teaching research,guide the direction for the training of young teachers, improve teachers’communication platform.In this study, observation was used to understand the status of the school management of lessonpreparation, mainly from the main form of the management of school lessons preparation, analyzingthe problems existing in the process of the inspection, sampling, training, listening and evaluation ofclasses.Questionnaire was used to understand the status of teachers’ lesson preparation analyzingsituation of teachers’ personal lesson preparation, lesson preparation activities and teachers’ attitudetowards school lesson preparation management. Using lesson preparation survey from the schoolmanagement and teacher preparation to proceed combined with interviews with teachingadministrators and teachers, this paper summed the main problems in S High School aboutmanagement of lesson preparation. The main problems are presence management concepts schoolpreparation deviation; problems school preparation management organizations; preparation systemsmanagement processes are not; preparation manage the implementation of the lack of conditions forprotection. Finally, combine theoretical knowledge learned, this paper assumed correspondingcountermeasures from four aspects. First, establish the correct lesson planning ideas management;second, optimize management lesson preparation management structure; third, implement thepreparation of total quality management; fourth, to provide adequate security conditions, focusing onteacher development.In short, in the process of implementation of the management of lesson preparation, we shouldalways consider under the actual situation of school, establish management of lesson preparationpolicy based on research and analytic work, always concern about the development of teachers. Onlyif carry out the system in a democratic and harmonious atmosphere, can we play the role ofmanagement effectively.