2。Literature Review

Collective lesson preparation or collectivism is rarely talked in western countries。 A common practice is establishing teaching management structures according to teachers’ majors。 And countries adopt different management models out of their national conditions, so do the schools。 In Britain, many schools require subject groups to carry out teaching activities or learn educational theories, which are presided over by the leaders of their groups。 Quite a few schools adopt tutorial system（Xiao）where teachers can get all kinds of help, including teaching tips, approaches to developing classes and so on。 While in Japan, after the 1990s, Tokyo University and other universities co-proposed education and education research(Hu 18-20,25) on the basis of the conception of "learning community", and it became the core of school reform。 As to the United States, in the early 1980s, in order to improve the quality of teaching in primary and secondary schools, Joyce and Shawworth conducted a study on the status quo of teachers in the USA, and the results showed that peer cooperation(Xia 90-96) between teachers helped improve teaching practice。 Since then, many primary and secondary schools carried out such practice and achieved good results。 Before 2000, there were not many academic papers on collective lesson preparation in China。 Until the new curriculum reform in 2001, the study of collective lesson preparation was paid more attention by scholars, especially in 2005, "China Education Newspaper" launched a discussion on "Collective lesson preparation" issue, many theses had been released, such as "collective lesson is a teaching and learning fantasy" (Cheng 7), "collective lesson preparation" can not reform "(Liu 7), "rationally examine collective lesson preparation "(Chen 7) as a result, the collective lesson preparation ushered in its spring。 Along with the flourish of collective lesson preparation, many problems arise too。 Zhang Yali analyzed the ‘hitchhike’ phenomenon(Zhang 32-33)from the perspective of Game。 Lu Yulan argued that collective lesson preparation is just a formality, (Lu 28) many teachers come in a hurry without any preparations。 Such problems can be seen in most schools’ collective lesson preparation。 It is true that these scholars have discussed problems as well as solutions to these problems of collective lesson preparation and they also analyzed the role of teachers’ needs played in solving various problems, but the research on the role of teachers’ needs played in solving collective lesson planning problems is rare。 As to the author, satisfying the teachers’ needs is the key to collective lesson preparation problem- solving。 This is a point which is often ignored by some specialists。 Thus, this paper is intended to focus on the significance of the teachers’ needs to coping with collective lesson preparation problems。 The thesis comprises 3 parts。 The first one will give a brief introduction to collective lesson preparation, teachers’ needs and the relationship between them。 Then, the second part will display as many existing problems of collective lesson preparation as possible and their solutions。 Finally, the last part will pay special attention to the important role of teachers’ needs in solving problems aroused in collective lesson preparation。 In this way, readers are able to get a closer look at the advantages of satisfying the teachers’ needs when dealing with collective lesson preparation problems。 

3。Collective Lesson Preparation and Teachers’ Needs来自优I尔Q论T文D网WWw.YoueRw.com 加QQ7520~18766 A

3。1The definition and significance of collective lesson preparation

To give a definition of collective lesson preparation, first, we should know the connotation of lesson preparation。 Lesson is a process of teaching, the explanation of lesson in Cihai reads: teachers use limited teaching material to carry out teaching activities in class unit within the prescribed time。 A lesson is both a part of the teaching process of a subject and an independent and complete teaching section。 “Bei” means preparation, therefore, lesson preparation is an effort that teachers make to successfully fulfill teaching task。 It includes reading teaching standards, analyzing teaching material, getting the actual situation of students, working out teaching methods, writing teaching plans and so on。 Lesson preparation comprises inpidual lesson preparation and collective lesson preparation。 Inpidual lesson preparation gives teachers more freedom in that teachers can prepare lessons according to their own schedules。 Additionally, the content of their lesson preparation is the traditional “three preparations”: prepare students, prepare teaching material, prepare teaching methods。 From the perspective of professional autonomy, inpidual lesson preparation embodies the characteristic of teachers, every teacher has his or her own understanding of teaching material and his or her own teaching style, therefore, the most obvious advantage of inpidual lesson preparation is the efficiency and the characteristic and originality of a teacher。 However, many problems exist in inpidual lesson preparation, as a result, collective lesson preparation arises in response to the proper time。 Collective lesson preparation, one of the forms taken by teachers when they prepare their lessons, is formed on the basis of personal lesson preparation。 From a narrow perspective, collective teaching preparation is a process in which teachers from the same subjects and grades are organized to discuss and analyze teaching focuses and difficulties and look for ways to break through them, so it is a collective teaching and researching activity。 However, it should not be shallowly considered as a teaching preparation activity where teachers gather together, it is a platform for teachers to establish close cooperation and for them to discuss, share ideas and teaching resources, it gives full play to teachers in order to achieve a better result of teaching。 Hence, collective lesson preparation is a process in which teachers constantly explore and pursue the science, artistry, creativity of teaching instead of a reform in forms。论文网 中小学集体备课问题的解决基于教师需要角度分析(2):http://www.youerw.com/yingyu/lunwen_201624.html