Teachers' collective lesson preparation is an important form of teachers' continuing education and professional growth, an important way to improve the effectiveness of classroom teaching, and also the need of education and teaching practice. At present, primary school math teachers' lesson preparation activities are a mere formality, which is time-consuming and inefficient. Instead of being a useful activity for teachers, they become a burden. So how to change this situation? First, the connotation and requirements of teachers' collective lesson preparation refers to that more than two teachers get together to express their educational and teaching opinions on the same course to be implemented, forming an intelligent development activity that integrates high-quality education and teaching resources. Its purpose is to fully tap teachers' education and teaching potential, effectively integrate education and teaching resources, and serve to improve the quality of classroom education and teaching. It is not difficult to see that the requirements of teachers' collective lesson preparation activities are: (1) More than two teachers must participate; (2) Must have the same course or related inquiry content; (3) Teachers do it purposefully because of the same needs, not casually; (4) Gather wisdom resources through activities. Second, the significance of collective lesson preparation. 1. Need to deepen the new curriculum reform. For most teachers, the curriculum reform is faced with brand-new teaching content, and new and old teachers (including backbone teachers) are faced with the heavy responsibility of being familiar with the new curriculum. The most direct function of collective lesson preparation is to familiarize teachers with textbooks and understand the connotation of new courses. 2. Work together to improve the quality and efficiency of lesson preparation and optimize classroom teaching. Collective lesson preparation is not only familiar with teaching materials, but also teachers should have in-depth exchanges in teaching methods. In this way, individual lesson preparation achievements will gather together and collective wisdom will be formed, which will inevitably improve the efficiency and quality of lesson preparation and lay a good foundation for optimizing classroom teaching. 3. Improve teachers' ability to prepare lessons and realize their professional growth. In the process of collection and preparation, we should not only learn textbooks and methods, but also quickly understand textbooks and master algorithms. Teachers should also communicate how to collect information, study teaching materials and improve their ability to prepare lessons; More importantly, the confrontation of teachers' teaching ideas makes teachers have a clear understanding in debates and exchanges, and their professionalism continues to grow. Three. Current Problems At present, schools at all levels have fully realized the significance of collective lesson preparation, strengthened implementation, adopted a series of effective measures, accumulated some practical experience and improved teachers' understanding. But at the same time, we should also be soberly aware that there are still many problems in collective lesson preparation in many schools. 1, collective lesson preparation is useless, it is a mere formality, and people are absent, which does not really reflect the function of collective lesson preparation; 2. The preparation of teachers (including lecturers and other teachers) in collective lesson preparation is obviously insufficient. One lecturer, others attend, and the team leader makes up notes afterwards; 3. The leading role of the group leader in collective lesson preparation is not obvious, the core role is not reflected, the lesson preparation work is not sufficient, the organization work is not in place, and the group leader has no idea on how to prepare lessons collectively; 4. Teachers have good ideas on how to better carry out classroom teaching, but they are unwilling to communicate. 5. Teachers don't realize the important role of collective lesson preparation and react negatively. 6. A few units download lesson plans from the Internet to realize the "self-liberation" of teachers. Collective lesson preparation has become a "platter of online materials." Cause analysis: 1. Collective lesson preparation lacks the necessary theoretical support-(Why do you want to prepare lessons collectively? ); Second, the imperfect social development mechanism leads to the low standard of teachers' pursuit of career (what can collective lesson preparation give me? ); Third, the technical level still lacks the necessary "routine" innovation (how to prepare lessons collectively). Fourth, the practice of collective lesson preparation (a) individual preliminary lesson preparation Before each collective lesson preparation, individuals should be familiar with the content of the textbook, grasp the knowledge structure, consult relevant materials, understand the students' cognitive experience and level, and briefly sort out the outline of the speech, so that they can have a good idea when preparing lessons collectively. (2) Collective discussion on lesson preparation 1, and preparation of the whole book. At the beginning of the semester, we should make a teaching plan for the semester. Before the start of each semester, take the grade group of the township or school district (the teaching and research group of the city school) as the unit, study the curriculum standards collectively, read through the whole textbook, clarify the guiding ideology, analyze the current situation of students, grasp the knowledge system and structure, clarify the teaching objectives and requirements, analyze the teaching priorities and difficulties, comprehensively consider the strategies to solve the key and difficult points, and arrange the teaching progress of this semester. 2. Standby forces. According to the collective lesson preparation, draw up the unit teaching plan, master the unit teaching objectives, analyze the main contents, key points and difficulties of the teaching materials, and design the teaching methods. After the unit test, we should also make a brief analysis of the test situation and formulate remedial measures for teaching and learning. If necessary, the teaching and research group of the same grade can formulate examination questions in a unified way to make up for teaching and learning. Each unit prepares lessons collectively once, and each time there is a definite central speaker. Plans are usually drawn up two weeks in advance. At the same time, note: (1) unit lesson preparation must be carried out on the basis of personal preliminary lesson preparation; (2) according to the key points of the unit, highlight the innovation and openness of unit lesson preparation, and avoid one person speaking and everyone listening, engaging in formalism and going through the motions; (3) Don't turn collective lesson preparation into revision of lesson plans, into "one person prepares lessons, finalizes them collectively and uses them separately", and make teaching a mechanical performance of "one thousand lessons". 3. In order to improve the teaching quality in a large area and promote the teaching level of weak schools and weak teachers, it is very necessary to prepare lessons collectively for key classes in various units. In the collective discussion, the speaker (which can be undertaken by the backbone teachers) should make clear the links and steps of teaching, explain clearly the concept or basis of each link design and what purpose to achieve, discuss in the collective, and finally determine the best plan to form a teaching plan. Conditional units can organize teachers to teach pilot courses when preparing lessons, and teaching and research groups can listen to opinions collectively and improve teaching plans for other teachers' reference. Chinese and mathematics are guaranteed at least 2 class hours per week, and English is guaranteed at least 1 class hour per week. Collective lesson preparation in other disciplines is decided by each school according to the actual situation, and no unified requirements are made. At the same time, all disciplines should also discuss the exchange of teaching problems anytime and anywhere. (3) On the basis of collective lesson preparation, individuals thoroughly study teaching materials, carefully design teaching procedures, determine the teaching structure and the use of teaching AIDS, and scientifically set them according to the actual situation of students.