A Narrative Study Of A High School History Novice Teacher Preparing Lessons

Lesson preparation is the foundation of teaching,especially for novice high school history teachers,the quality of lesson preparation directly affects the quality of teaching and the academic quality of students.Although there are many research achievements on the theory of lesson preparation and high school history lesson preparation strategies,from the perspective of novice teachers,focusing on the current situation of lesson preparation for high school history novice teachers,there are not many suggestions for improving the effect of lesson preparation for high school history novice teachers.In fact,the quality of lesson preparation for high school novice teachers really needs to be further improved.In order to understand the actual situation of high school history novice teachers 'lesson preparation,explore the real reasons that influence the high school history novice teachers' lesson preparation,and explore the possibility of their lesson preparation changes,this study mainly adopted the literature method,interview method and narrative research method.Study the object,delve into his actual lesson preparation situation,give a detailed description of his lesson preparation,dig out his true ideas for lesson preparation,discover the problems with his lesson preparation,discuss the possibility of improving his lesson preparation,and then propose several points for how he should change his lesson preparation It is recommended to provide some reference for improving the quality of lesson preparation for high school novice teachers and promoting the growth of novice teachers.Through an in-depth interview with Teacher A,the research deeply describes Teacher A's lesson planning,time,and methods,the main focus of lesson preparation,and the habits of reflection.And on this basis,the research found that Teacher A is good at thinking in the preparation of the lesson,grows independently,has a strong sense of self-development and has the consciousness of continuous learning.But at the same time,teacher A's lesson preparation time-consuming and quality is difficult to guarantee;lack of cultivation of students' historical discipline literacy;teaching design lacks new ideas,it is difficult to mobilize students' interest,it is difficult to achieve knowledge and appointments,students' lack of sense of classroom and other issues.To further analyze the reasons for the problems in teacher A's lesson preparation,the main reasons are: lack of reasonable lesson planning;professional knowledge needs to be improved;insufficient abilities to improve teaching design;insufficient understanding of students,and the role of teachers and students needs to be changed;The understanding of the reflection of the lesson preparation is biased,and the attitude is slack.In addition,the pressure of the working environment and the external factors such as utilitarianism under the college entrance examination system have a great influence on Teacher A's motivation for continuous learning and lesson preparation.However,he is serious and willing to work hard.He has the initiative to grow and his interest in history and his sense of professional identification with history teachers.This has provided him with the possibility to change his lesson preparation and the professional growth of teachers.Whether it is subjective will or objective operation level,teacher A's lesson preparation has the feasibility of improvement.Finally,some suggestions for improving the quality of lesson preparation for history novice teachers in high school are put forward: let the core qualities of history disciplines be rooted in history classrooms,study curriculum standards,improve the concept of lesson preparation,solidify their professional knowledge,and improve the literacy of history disciplines;teaching innovation The action force makes the history classroom full of vitality.With elaborate teaching design,students can participate in the history classroom,pay attention to details,and let the students enjoy the history classroom;understand the academic situation in multiple directions,and make the connection between "teaching" and "learning";Improve the habits of lesson preparation,learn to plan reasonably,improve the efficiency of lesson preparation,and ensure the quality of lesson preparation.It is necessary to work harder,but also to persist,write detailed cases,and improve the level of reflection on lesson preparation;be good at learning the strengths of others;give full play to the strength of the collective and firm the educational ideal,Strengthen the belief of professional growth.Although this study focuses on individuals,it also pays attention to other novice teachers,different educational backgrounds,different personality characteristics of other novice teachers' lesson preparation habits,and the evaluation of novice teacher preparation by old teachers.In the comparison of teachers,they try to reflect the problems of novice teachers' lesson preparation more comprehensively,and provide a reference for more lesson teachers who are about to become or have become high school history novice teachers.