A Study Of Self-integration In Elementary School Language Teachers’ Lesson Planning

In order to teach a good lesson,teachers must first prepare the lesson well.Lesson preparation not only shows the professionalism of teachers,but also shows their personal style.Especially for elementary school language teachers,if they can integrate themselves into the lesson preparation,combining their own view of language subjects,teaching,students,and their understanding and experience of teaching contents,it is easier to produce a visionary integration,form a teaching style full of personality,and reveal the teacher’s self.The self-integration in elementary school language teachers’ lesson planning is reflected in three dimensions: cognitive integration,emotional integration,and behavioral integration.Language teachers who are able to integrate themselves in these three dimensions during lesson planning are more likely to complement their own professional development with their personality development,which will serve as a good model for elementary students’ personality development and help stimulate the interaction between teachers and students.Teachers’ lesson plans can reflect teachers’ self-integration to a certain extent.By taking a purposeful random sample of eight elementary school language teachers for interviews,and at the same time randomly selecting a total of 30 lesson plans from eight teachers and analyzing them according to the nine elements of lesson plans,it was found that the current elementary school language teachers’ lesson planning mainly consists of four types: copy-and-apply,experience-led,processing and transformation,and autonomous innovation.When the collected data were further analyzed,it was found that teachers’ lesson planning was characterized by self-detachment such as reliance on teaching reference,no personalized lesson planning,low motivation in lesson planning,lack of innovation,and perfunctory teaching reflections.The reasons for this are related to teachers’ subjective consciousness,teachers’ personal ability,and the humanistic atmosphere in which they live,and the interaction of the three aspects leads to different degrees of self-detachment in teachers’ lesson planning.To promote self-inclusion in lesson planning,teachers need to gain insight into their authentic selves,have a clear sense of self,and increase their sense of identity with the teaching profession as prerequisites for self-inclusion in lesson planning.In terms of specific strategies,teachers should maintain a knowledge base,actively explore and study the text,expand their ideas,and emphasize reflection on their teaching.In addition,schools should also establish a school culture that respects individual selves,strengthen the humanistic attributes of the teacher evaluation system,and form a team of learning language teachers to give teachers the right amount of space for themselves and provide them with the appropriate support to meet their needs for self-actualization.