A Study On The Lesson Preparation Of Junior Middle School Chinese Teachers From The Perspective Of The Trinity Of "teaching, Research And Learning"

Lesson preparation is not only a key link in teaching practice,but also an indispensable process for teachers' professional growth.At present,there is a large proportion of rural teachers in China,and how to promote rural teachers' growth in preparing lesson is very important.Hence,accoding to the view of "Teaching,Research and Learning Trinity",this paper concentrates on the issues of rural junior high school Chinese teachers in lesson preparation,and attempts to study the "Teaching,Research and Learning Trinity" from a theoretical level.This paper focuses on following issues: 1.What is the connection between the "Teaching,Research and Learning Trinity" and teachers' lesson preparation? 2.What is the present situation of teachers' lesson preparation from the overview of "Teaching,Research and Learning Trinity" ? 3.What are the problems and reasons behind teacher's lesson preparation from the perspective of "Teaching,Research and Learning Trinity" ? 4.How to develop rural teachers' ability in lesson preparation from the outlook of "Teaching,Research and Learning Trinity" ?On the basis of the existing research,this paper first defines the concepts of "Lecture Preparation","rural junior high school Chinese teachers" and "Teaching,Research and Learning Trinity",and then elaborates the necessity of rural junior high school Chinese teachers' lesson preparation from the perspective of "Teaching,Research and Learning Trinity".Second,in the light of the relevant theoretical research and the actual state of lesson preparation,this paper designs a questionnaire from the four dimensions: preparation-teaching conditions,preparation-teaching structure,lesson preparation's reflection and lesson preparation's motivation,and then uses text analysis and classroom observation to comprehensively understand and analyze the lesson preparation.Rural teachers' performance in lesson preparation is gratifying,but there are also many problems.This paper concentrates on the issues of rural junior high school Chinese teachers' lesson preparation from the perspective of the "Teaching,Research and Learning Trinity" and draw the reasons for these problems.These results show that rural junior high school Chinese teachers have a good understanding of lesson preparation in the consciousness,but there are many problems in actual performance.The actual performance are as follows: the lack of students' shadow in lesson preparation makes it difficult for "focusing on students" tobe put into practice;teachers lack the thinking and regard lessons as routine;teachers do not have a strong sense of consciousness in lesson preparation;lesson preparation falls into an invalid state,which makes it difficult to teach effectively in the classroom.Rural junior high school Chinese teachers' insufficient understanding of the value of lesson preparation is the direct cause of lesson preparation's problems.The low professional level of teachers and the incomplete evaluation system of lesson preparation are the root causes of lesson preparation's problems.Finally,based on the concepts of "Teaching,Research and Learning Trinity",the author combined the problems,the root causes and the actual state of rural junior high school Chinese teachers in lesson preparation,and then put forward suggestions to develop the ability of rural junior high school Chinese teachers' lesson preparation: first,re-understand the value Chinese lesson preparation;second,improve the professional level of teachers in lesson preparation;third,improve the evaluation system for lesson preparation.This paper is hoped that these measures will enable rural junior high school Chinese teachers to consolidate the motivation of teachers' teaching,research and continuous learning in lesson preparation,so that lesson preparation will always adhere to the fundamental teaching concept of "focusing on students",and promote the progress of students and professional growth of teachers.