The Case Study Of Junior Middle School Teachers’ Collective Lesson Preparation In The Perspective Of Social Capital

Collective lesson preparation has become one of the important ways to improve the teaching level of teachers in primary and junior middle school.In the process of collective lesson preparation,teachers can learn from each other’s strong points to make up for their own weak points through their active cooperation.In the communication,they can influence each other invisibly and get common improvement and development.However,teachers from primary and junior middle school have a lot of criticisms on collective lesson preparation:teachers rely on the main preparers and neglect self-preparation;collective lesson preparation has form but no connotation;school management mechanism is obsolete and reform is difficult to achieve results,etc.Therefore,it is necessary to strengthen the research to get out of the dilemma of collective lesson preparation.Based on the new research perspective of social capital theory,this paper adopts the qualitative case study method to study the collective lesson preparation of Y junior middle school,and truly presents the whole process of the collective lesson preparation of the case school.Through the methods of text analysis,participatory observation and semi-structured interview,this paper analyzes the phenomenon and problems of collective lesson preparation from three dimensions: structural dimension(organizational structure of collective lesson preparation),cognitive dimension(teachers’ cognition of obtaining potential resources in collective lesson preparation),and relational dimension(trust,mutual cooperation and authority relationship in collective lesson preparation).In the structural dimension,the content of collective lesson preparation is unreasonable,ignoring the needs of teachers;the performance appraisal system is not clear,equalitarianism is serious.In the cognitive dimension,the teachers in the process of collective lesson preparation get less resources,pay and harvest are not equal,potential resources are not attractive to teachers,sharing is not enough.In the dimension of relationship,the trust between teachers is low,the interaction is formalized,the level of mutual cooperation is low,it is difficult to form a strong interactive network,and the teacher authority relationship does not play its role.Through case analysis,some conclusions and suggestions are drawn: in order to improve the organizational structure and assessment system of collective lesson preparation,teachers should be taken as the basis in content setting,and the assessment system of collective lesson preparation should be combined with teachers’ interests.In order to improve the possibility of obtaining potential resources and cultivate teachers’ identification with collective lesson preparation,it is necessary to give teachers tangible and intangible educational resources,and set common goals and expectations.Meanwhile,to establish the trust,mutual cooperation and authority relationship in the process of collective lesson preparation,it is necessary to build the interactive cooperation of teachers with trust,create a free,fair and mutually beneficial cooperative cultural atmosphere,and give full play to the leading role of "authoritative person".