How to do group lesson planning and individual lesson planning

How to carry out collective and individual lesson planning; content points;? The basic concept of lesson planning;? New problems encountered by teachers in lesson planning after the new curriculum reform;? The significance of collective lesson planning;? Principles of collective lesson planning;? How to carry out collective lesson planning;? How to deal with the relationship between collective lesson planning and individual lesson planning;? Misunderstandings and countermeasures of young teachers' individual lesson preparation; I. The basic concept of lesson preparation; lesson preparation, as its name implies, is the process of teachers' preparation for classroom teaching; lesson preparation is the minimum agenda for teachers' teaching activities, if classroom teaching is compared to; II. Teachers' preparation for the new curriculum reform encountered

How to carry out collective and individual lesson preparation

Content Points

The basic concept of lesson preparation

The basic concept of lesson preparation

How to carry out collective and individual lesson preparation

The basic concept of lesson preparation

The basic concept of lesson preparation

New problems encountered by teachers in lesson preparation after the new curriculum reform

The significance of collective lesson preparation

Principles of collective lesson preparation

How to carry out collective lesson preparation

How to deal with the relationship between collective and individual lesson preparation

Misunderstandings and countermeasures of individual lesson preparation for young teachers

I. The basic concept of lesson preparation

Lesson preparation is, as the name implies, the process by which teachers prepare for classroom teaching. The process of preparing for classroom teaching. The content of the preparation should be all-encompassing: analysis of the situation, goal-setting, preparation of teaching aids, data search, research on teaching materials, teaching methods, writing lesson plans, study plans and so on. The form of preparation should also be flexible: there are tangible lesson plans on the preparation notes, but also into the heart of the teacher's intangible lesson plans, the so-called "abdominal case".

The preparation of lessons is the minimum agenda of the teacher's teaching activities, if classroom teaching is compared to the construction of a building, then the preparation of lessons is equivalent to the selection of the base of the building. Improving the effectiveness of lesson planning is the basis for optimizing classroom teaching. Lesson preparation is not a restatement of the original textbook and a copy of the teaching, but a process of teachers studying the textbook according to the requirements of the curriculum standards, analyzing the key points, the structure of the textbook, the knowledge requirements, the ability requirements, etc. It is a process of teachers re-learning the knowledge of the textbook, a process of classroom art design to seek the best teaching methods and impart knowledge; it is a process of re-conceptualization of the main points of the material in conjunction with the actual learning, and the process of re-creating the skillful arrangement of the textbook. Every serious preparation of teachers is a process of accumulation of knowledge and improvement of business level. This process depends on the teacher's professional knowledge level, on the mobilization of personal potential and play (especially the sense of innovation, reform consciousness), but also depends on the teacher's dedication and other ideological qualities. In a sense, the quality of classroom teaching depends on the quality of lesson planning. If there is no preparation or poorly prepared lessons, classroom teaching has become a teacher's arbitrary action, its effectiveness and efficiency will not be a fundamental guarantee.

Second, the new curriculum reform teachers encountered new problems

The new curriculum concept we have to change the previous way of preparation, design "flexible" classroom teaching program.

1. According to the students' existing knowledge or life experience to preset the situation to introduce the new lesson, pay attention to the old and new knowledge or to stimulate students' interest in learning.

2. Preparation should carefully consider the design of teaching sessions, what is the purpose of designing sessions, what are the teaching strategies adopted, how to break through the key points, difficulties and students' cognitive barriers.

3. The design of the activities is suitable for a variable classroom. So when the students in the independent observation, experiment or discussion, the teacher should actively patrol, at any time to grasp the classroom situation and timely regulation of the classroom.

4. Let students learn to reflect. Summary of the lesson should focus on the development of students' ability to self-reflection and self-assessment and mutual evaluation of the ability to reflect on what I learned through this lesson, I learned what method, there are still those who have not mastered the problem, in time to ask the teacher or classmates, to give their own performance in this lesson scores. So as to cultivate students' ability to summarize and generalize, each student's findings and reflections are given specific targeted evaluation, so that students feel happy to learn, enhance self-confidence in learning. There are three main factors that affect lesson planning: teachers, teaching materials and students. Our traditional point of view only focuses on preparing students and teaching materials. The new curriculum is not only about preparing students and teaching materials. It also puts higher demands on teachers themselves. The following three aspects of the above, talk about the new problems encountered by teachers in the preparation of lessons.

1. Teachers' ideas are not "new" or "eat" enough "through". The concept of the new curriculum includes a correct understanding of the textbook, classroom, activities, curriculum objectives, teaching methods, teaching evaluation and so on. The law of education shows that the change of thinking is the most difficult change. In other words, the education model that teachers used to accept cannot be completely changed by one or two new curriculum training studies and a short period of participation in the new curriculum reform. The concept of the new curriculum is new, but since our teachers' concepts are old or entrenched, that directly restricts and affects our lesson planning. In the end, the curriculum reform often stays in the verbal more, the implementation of less; even if it is implemented, but also focus on the form of more, heavy rational less.

2. Teachers' knowledge is not enough to "use". The new curriculum in the structure, content, implementation, evaluation and other aspects of a series of changes, teachers need to make corresponding adjustments in the structure of professional knowledge. Our teachers mainly focus on the absorption of subject knowledge, less attention to broaden their basic knowledge, but also do not pay attention to advanced education theory knowledge learning. The new curriculum has brought an impact on this traditional state of our existence. Therefore, when facing the content of new teaching materials, we feel many confusions, one is feeling the lack of humanistic and scientific knowledge literacy. By what means, in what way, and with what time, teachers are constantly updating their knowledge and improving their knowledge structure is in fact a problem that we must solve before we go to work and before we prepare our lessons, otherwise teachers will not be able to truly cope with the new curriculum reform.

3. Teachers' ability is not "strong enough". Whether it's teaching philosophy or cultural knowledge, ultimately it has to be transformed into teachers' teaching ability and reflected in their teaching. Specifically, the new classroom requires teachers to have the ability to create a rich classroom teaching environment; to guide students in inquiry-based learning; to initiate and maintain multidirectional activities in the classroom; to use a variety of means to organize teaching and learning; to keep students actively engaged in school life; to develop and integrate curriculum resources; and to capture teaching information. In particular, the requirement for teachers' ability to develop and integrate curriculum resources is highlighted before lesson planning. In the past, teachers' sources of curriculum resources were mainly textbooks and teaching guides, and the structure of knowledge was the order in which the textbooks were written successively. For the new textbooks of the new curriculum, this set of materials is no longer feasible because the contents have been greatly increased, and the teachers must first learn to choose, and then teach the students to choose.

4. Teachers do not have enough time to "spend". The new curriculum is the greatest opportunity for student development; it is also an important opportunity for teacher development, but it is more of a challenge. Teachers to complete the change from the way of thinking to behavior, is the need for a lot of time to learn: from the book to learn, from the Internet to learn, and colleagues together to learn, go out to learn, introduced to learn and so on. This is all a matter of preparing for the lesson. In practice, our teachers don't have the time to really do all this, and naturally the quality of lesson preparation suffers.

Particularly for new teachers who have just joined the workforce, because they are not familiar with the knowledge system of the textbook and are not skilled in the teaching of the links, so they often put the teacher of the class in every sentence, the teaching process of each part of the time required, and even where the need to pause, where the accents and so on, all know by heart, and even write in the lesson plan. This is the first time that I've ever seen a teacher who has been in a classroom with no one in his sights, and I've seen him practically memorize his lessons.

To solve this problem, young teachers, in addition to personal efforts, but also actively involved in the collective preparation of the environment, and constantly improve their preparation skills and ability to master the classroom. In particular, they should grasp the three links before, during and after class, so that the preparation process becomes a complete dynamic system.

1. Prepare a good pre-course class

Pre-course preparation should be coarse rather than fine. Pre-designed lesson plans, according to the textbook and the actual students, should be in line with the cognitive laws of the students, to determine the teaching objectives, to determine the key points and difficulties, to design the teaching structure, choose teaching methods.

On the design of teaching ideas: teaching ideas, is the teacher of classroom teaching brewing, designed by the teaching process, that is, the lesson from what place to start, how to move forward step by step, just like the author of the article first sketched out a rough framework. In the teaching reform under the guidance of the new standard, the study of teaching ideas design shows its importance.

2. Preparing for the lesson in the lesson

The preparation for the lesson in the lesson is actually the second preparation. The dynamic character of the teaching process determines that teaching itself is full of variables, the teaching process of all kinds of "unexpected" can not be "designed". And such "unexpected" is often the flash of classroom teaching, where the highlights. Teachers, if they insist on following the "case", ignore those "unexpected", then the teaching will lose its true charm, pre-course preparation can not be a fixed plan, can only be a pre-program. Therefore, the teacher's control is very important.

3. Preparing for the post-course lesson

Preparing for the post-course lesson should be a variety of reflections, how to reflect? How to write a post-teaching record? Teachers need to understand the face of reflection and write the entry point, clear writing support path, so as to have a target, and seek the high quality of the post-teaching record.

(1) Teaching reflection

Based on the concept of the new standard, the law of classroom teaching, classroom teaching evaluation system, teaching reflection can start from the following six aspects:

Reflection from the content of the teaching: the rationality of teaching materials processing; the motivation of the introduction and conclusion of the lesson; the deeper meaning of the law whether or not to reveal and explore.

Reflections on the teaching process: the rationality of the teaching program; the scientific nature of the teaching design; the appropriateness of the use of media; the accuracy of the feedback and evaluation.

Reflections on classroom management: the breadth of class members; the enthusiasm of the whole class to learn; the regularity of the guidance of learning method; the adaptability to deal with incidental events.

Reflection from the aspect of time arrangement: rationality of time distribution; compressibility of time in class.

Reflection in terms of student activities: the mobility of student activities; the rationality of the state of interaction; the development of student mental activities.

Reflection from the aspect of goal achievement: the implementation of students' knowledge and skills; the level of students' learning to learn; the effectiveness of teachers' in-class teaching monitoring.