| A lesson plan is a teacher's detailed description of the teaching process of a class,a blueprint drawn up before a class to ensure the successful achievement of teaching objectives,and a text preparation to guide classroom teaching,it is also the inevitable result of teachers' lesson preparation.Scientific lesson plan design is the basis of efficient and orderly classroom teaching.Based on this,this research mainly through to the junior middle school language teacher teaching plan carries on the text analysis,aims at the comprehensive understanding teaching plan overall structure and the essential factor design present situation,clear present teacher teaching plan design process appears the question,this thesis analyzes the causes of formation,and then puts forward scientific and appropriate optimization strategies and suggestions to promote the generation of new effective lesson plans,improve teachers' behavior of designing lesson plans,and guarantee the quality of the classroom.In this research,three methods were mainly used: literature research method,text analysis method and interview method.The research consists of four parts: the first part is the introduction,which sorts out the background and origin of the research,the importance of the research,the relevant research literature at home and abroad,and defines the research philosophy,ideas and research methods.The second part,the text analysis as the main research methods,in 100 three different school year junior high school teachers' language lesson plan design as the main research object,by editing the junior middle school Chinese teaching plan design evaluation form as the analytical framework,A detailed and comprehensive text analysis is carried out on the whole teaching plan design and all elements of the teaching plan,including teaching objectives,learners' learning situation investigation,teaching content and key and difficult points,media and resource preparation,teaching methods,teaching process,homework design,teaching reflection and so on.In addition,six junior middle school Chinese teachers with different teaching years and professional titles were interviewed to find out the real design process of the teachers.Through the collection of teaching text analysis and interviews to sort out and record,summed up the current situation of Junior Chinese teaching design.Study of the third part further sums up the problems appeared in the process of junior middle school Chinese teaching plan design,main show is: too much teaching presupposition,lack of dynamic generation;The evaluation link lacks,the consistent level is low;the management science is insufficient,the standard is formalistic;the goal expression is vague,lacks the Operability;takes the teacher as the center,neglects the study condition analysis;the teaching method is unitary,less guidance of learning method,weak consciousness of reflection,hinder the development of teachers.Based on the above analysis,this research to junior middle school Chinese teaching plan design in the fourth part puts forward the following measures: First,teachers should change their educational concepts,further clarify the value of teaching plan,and pay attention to the dynamic generation of classroom,to reaffirm the principal position of students and promote the consciousness of reflection.Second,must strengthen the teacher training,promote the pre-service training after integration,build up the teacher prepares a lesson community.Thirdly,the school should establish a scientific and humanistic teaching plan management mechanism,improve the school teaching plan management system,enhance the sense of self-management of teachers,and create scientific and reasonable evaluation standards.Finally,we should pay attention to the reform and innovation of teaching plan,and introduce new teaching plan such as "teaching-learning" double plan system,guidance plan and record of study,so as to improve the inherent disadvantages of teaching plan and provide a new way of thinking for seeking teaching plan. |
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