[Preparing Lessons with Four "One" Reform Sets] Discussion Record of Mathematics Collective Lesson Preparation

Since entering the experiment of curriculum reform, teachers have actively transformed new curriculum ideas into educational and teaching behaviors with a high sense of responsibility and mission, and marched on the road of curriculum reform as researchers. However, in the actual process of preparing lessons, formalism appeared in the collective preparation of lessons in some schools. Is collective lesson preparation an insurmountable mountain? Should schools keep collective lesson preparation activities? How to organize the implementation? The author believes that only by achieving the four "ones" and reforming collective lesson preparation can we really play its role.

1. strengthen a position-the central preparatory group, from seeking common ground to seeking differences. The thinking direction of traditional collective lesson preparation is to seek common ground while reserving differences, and the basic requirement of collective lesson preparation is to realize "five unifications", that is, the unity of content, objectives, difficulties, progress and exercises. Obviously, this thinking mode of seeking common ground while reserving differences runs counter to the curriculum concept. The new curriculum requires that teaching should be student-centered, pay attention to individuality and diversification, and promote the development of students' personality. Teachers and students' understanding of textbooks and knowledge is restricted by their own knowledge and experience, life experience, cultural foundation and other factors, so it is impossible to have a standardized understanding of texts and knowledge, so there is no need for a unified lesson preparation model. In preparing lessons, teachers should avoid formatting, design lesson plans according to the class learning situation, highlight personalized style characteristics, and meet students' personalized requirements and different needs. The central group prepares lessons, which means that the teachers who are distributed in all grade groups are unified and discussed collectively according to the characteristics of the subject. Require fixed time, personnel, location and content. Activities should be rich and colorful, such as publishing teaching reform information, studying teaching materials and methods, watching excellent courses, exchanging experimental results, discussing curriculum reform issues, and strengthening professional training. Activities can be in the form of lectures, seminars or salons. These activities can not only give full play to the collective advantages and realize the enjoyment of resources, but also form a pattern of "one flower alone is not spring, and a hundred flowers bloom in spring".

2. Cultivate a column-young teacher training, from focusing on personal guidance to focusing on equal communication. Teachers are the foundation of a strong school, and young teachers are the new force of school development. In order to enhance the combat effectiveness of the new forces, we can carry out "menu-based" school-based training in collective lesson preparation activities, that is, the school lists training courses for teachers to choose from. The curriculum includes both compulsory courses and elective courses. At the selected time, the backbone teachers will serve as "mentors" and organize centralized or decentralized training in the discipline center. Secondly, strengthen the supervision of teaching "actual combat", the school administrative leaders can attend lectures and evaluate classes by subject, and the principal will announce the results of lectures to all teachers at the regular meeting of the whole school. At the same time, young teachers are also welcome to attend the class of administrative leaders, so that everyone can learn from each other and improve together. At the same time, trade unions and league branches continue to organize "mentoring" activities to promote the professional growth of young teachers. The participation of young teachers as a new force will solve the problem of "focusing on personal guidance or equal communication" in collective lesson preparation, truly realize peer assistance, resource sharing and development of new and old teachers, promote the process of curriculum reform, and implement the effect of collective lesson preparation.

3. Accept a baptism-cooperative teaching competition, from the formation of teaching plans to the solution of problems. Cooperative teaching competition refers to gathering the strength of grade groups and holding a "challenge competition" among grade groups, which is presented in the form of "one class and two classes, and the lessons are compared". The topic is selected and announced by the guidance office. Before class, teachers in each grade group are familiar with the teaching materials according to the set topics, and then express their opinions on teaching design in the group. The instructor will sort out and summarize the speeches of the teachers in this group, and then design teaching methods and implement teaching. In this way, the "coming out" of a good class has been thought and discussed by many teachers, and it is a "gathering" of collective research. After the competition, students will be given a "cooperative teaching competition" classroom questionnaire survey, and teachers will be evaluated from the students' point of view to see whether the teaching is effective and whether it really promotes the harmonious development of teachers and students. At the same time, teachers are required to write "classroom fragment review" and "classroom comment" into their own scoring table, analyze and summarize in time in class, and solve practical problems in teaching. Only in this way can we realize the leap from theory to practice and from practice to theory, and every teacher can be transformed into a scientific research teacher.

4. Enhance a deployment-lesson preparation mode x+ 1, from designing lesson plans to teaching research. The lesson preparation model "x+ 1" refers to the cooperative lesson preparation activities of "everyone is an author" among teachers based on the principles of giving full play to team spirit, pooling efforts and sharing resources. The task is assigned by the group leader, and each teacher concentrates on designing a set of teaching ideas for the textbook, giving them to all teachers for discussion and exchange, and putting them into class after demonstration. The school will organize these excellent teaching plans into an integrated book for subsequent recycling. On this basis, actively guide teachers to reflect on themselves in the whole teaching process, and add a column of "after-class reflection" to the teacher's lesson preparation book, that is, "x+ 1" lesson preparation mode. "X" stands for collective lesson preparation, and "1" stands for teachers' individual supplement, which can be analysis of learning situation, classroom generation or new ways ... "X+ 1" lesson preparation mode embodies "teaching with learning", which can not only develop * * but also highlight personality, so that personality and * * * can be integrated.

As long as the school studies hard and implements collective lesson preparation with the discipline center group as the unit, it can form a new situation of teaching and research that "grows in training, develops in mutual assistance and improves in reflection", making it a garden and fertile ground for teachers to carry out school-based teaching and research, and a springboard and platform for teachers' development. (Author: Zhanqian Road Primary School, Nanchang City, Jiangxi Province) ■