Abstract

To make constant improvements in designing teaching plans, many scholars and specialists at home and abroad attempt to use diverse strategies and methods to gain a better result of teaching, among which, collective lesson preparation is the most common and efficient . With the deepening of new curriculum reform, collective lesson preparation fully displays its advantages. As a main form of school-based research system, collective lesson preparation gains enormous popularity among primary and secondary schools. Despite its great significance to teaching designs and class development, it has many problems. This thesis bases on discussing the essence of collective lesson preparation, analyzes the existing problems and works out corresponding solutions. Taking the inaction phenomenon and other problems in collective lesson preparation as examples, it proposes possible solutions to such problems from the perspective of teachers’ needs. The innovation of this paper lies in the study of collective lesson preparation from a new perspective. Previous researches on collective lesson preparation are only based on lesson preparation and system establishment, but, in this thesis, the author proposes concrete solutions from the perspective of teachers’ needs, which enables people to be fully aware of the reasons behind the problems of collective lesson preparation and the key point of solving these problems because teachers are the main part of collective lesson preparation.

Keywords: primary and secondary school teaching; collective lesson preparation;  teachers’ needs

Contents

Abstract

摘要

1.Introduction-1

2.Literature Review-1

3.Collective Lesson Preparation and Teachers’ Needs-3

3.1The definition and significance of collective lesson preparation-3

3.2The definition and significance of teachers’ needs-4

4.Existing Problems and Corresponding Solutions of Collective Lesson Preparation-6

4.1The inaction phenomenon and solutions-6

4.2Formalism and solutions-7

4.3Lack of attention to students and solutions-8

4.4Role of teachers’ needs in problem solving of collective lesson preparation-9

5.Conclusion-10

Works Cited-12