Reflections on the collective preparation of junior middle school Chinese lessons

Collective lesson preparation is an effective way to exert collective wisdom and function, improve teaching efficiency and effect, and enjoy resource cooperation and interaction. In order to better implement the new curriculum reform, cultivate high-quality Chinese teachers, comprehensively improve the quality of education and teaching, further standardize teachers' teaching behavior, continuously deepen the curriculum reform, and cultivate students' practical ability and innovative consciousness, our school has specially formulated a collective lesson preparation system.

Taking the department level as the unit, the time of collective lesson preparation activities is mainly based on the combination of definite time and uncertain time.

Uncertain time to exchange teaching experience, determine the teaching and research day to exchange lessons, and adhere to "low starting point, high viewpoint, new background and hot issues"

Collective lesson preparation is only a means, not an end. It depends on whether the content of lesson preparation is innovative, whether efforts have been made in teaching research, whether quality education has been embodied, and whether teaching methods have improved the effectiveness of the classroom.

The school has made detailed regulations on the time and place of collective lesson preparation. The three teaching and research groups are divided into six grades, seven grades, eight grades, nine grades and four lesson preparation groups according to grade groups, and four lesson preparation group leaders are arranged to take charge of each lesson preparation group effectively. Teachers in our school also have a certain understanding of collective lesson preparation.

The teachers in the group have fully prepared the pre-class plan in the usual lesson preparation, and exchanged and discussed the teaching progress, teaching content and the actual situation of students' learning next week, and got a preliminary understanding. Because all the Chinese teachers in our school have more than 7 years' teaching experience and are familiar with the knowledge system of junior middle school Chinese, each teacher has his own teaching personality. Through collective lesson preparation, the teaching progress and teaching difficulty are unified, and on this basis, each teacher's teaching advantage is fully exerted, which is conducive to improving teachers' teaching initiative.

However, it also has its disadvantages. Due to the great difference in students' level between classes, the school requires unified teaching progress and unified assignment in collective lesson preparation, which is more difficult for some students. Here, I am also rethinking that different students should implement hierarchical discussion in collective lesson preparation, and more consideration should be given to the differences between classes, which is more conducive to improving the effectiveness of the classroom.