Other questions: 1. Chen's point of view: In today's information society, students often have the same information source as teachers, and sometimes even because of the unique perspective of students, the answers to questions are closer to the essence. We should actively adapt to the changes in the information age, and turn teachers' one-way closed lesson preparation and students' isolated lesson preparation into "* * * joint lesson preparation" between teachers and students. If we can give full play to students' subjective initiative and encourage and guide students to participate in preparing lessons, then the classroom space will be deepened and extended, and the teaching effect will be better! In my opinion, teachers should also be encouraged to adopt various forms of preparing lessons. Such as outline, essay, table format and block diagram. It embodies the style of personalized teaching, promotes the innovation of classroom teaching, liberates teachers from heavy mechanical writing, and makes lesson preparation no longer a mere formality. 2. Zheng Dongwei's question: I am very confused now, that is, when preparing lessons independently, I always can't write any good lesson plans. In many cases, they are constantly improving and perfecting with reference to the bought lesson plans, adding their own words and some contents that meet the learning situation of the class. For those instructive words and enlightening words, I basically copy the existing lesson plans, so I feel that I have not made much progress and rely on those lesson plans a little, although some rely on them. What kind of training and study do you need to write a qualified lesson plan independently? 3. Fuan mother tongue group: 1. Teachers who participate in collective lesson preparation should have a sense of ownership, be able to actively participate, make suggestions and have different opinions. Second, teachers who participate in preparing lessons should study the teaching materials in advance and make preparations before preparing lessons. Third, the teacher should draw up the lecture notes and put forward his own teaching ideas and problems to be solved. Finally, it is * * * to solve the problem and finalize the best plan. 4. Chen's point of view: When preparing lessons collectively, every teacher should know the students in advance, dredge the teaching materials, and understand the knowledge system and learning objectives of the subjects he teaches. According to the plan drawn up by the lesson preparation team, it is arranged by the lesson preparation team leader, and the active and standby teachers determine the learning objectives of classroom teaching three days in advance, choose teaching methods, design teaching procedures, form the first draft of "lesson plan", print it out, and make a good manuscript to ensure that the lesson preparation team has a teacher. Other teachers should also be familiar with the text at this time, carefully review the first draft of the Teaching Plan, put forward their own suggestions for revision, and write them on the first draft. In the discussion of the lesson preparation group, first of all, the primary and secondary teachers talk about their own lesson preparation ideas and specific processes, and other teachers supplement them, put forward suggestions for revision, and gradually improve the lesson plan. Huang's response: I agree. I would also like to add that I think the most important thing in collective lesson preparation is to share each other's understanding and thinking and brainstorm. Perhaps there is no "best plan", only a more suitable and feasible plan; Even if there is a "best plan", it may not be suitable for every teacher and every class. Secondly, the form of school-based research proposed by Professor Yu, that is, collective preparation of lessons and multiple rounds of lectures on the same topic, is very important for teachers' professional growth and improving classroom teaching efficiency. That is, brainstorm to prepare a good lesson, with a teacher (in turn) attending first, everyone listening, commenting and correcting after listening; Then he went to the second class, where everyone listened, commented and corrected after the lecture; Then he went to the third class ... and so on. If a teacher can experience this kind of "tempering" once a semester, great! -I think this is a good "collective lesson preparation". 5. Original point of view: Collective lesson preparation is a teaching and research system in our school. Every year, there is a lesson preparation team leader who is specifically responsible for the organization and coordination of teaching and research activities in that year. It can be said that the collective lesson preparation system has played an important role in promoting teachers to correctly understand teaching materials and improve teaching efficiency. As a participant, I deeply understand the advantages of this system in promoting teachers' thinking collision, resource sharing and mutual learning. Then, how to make collective lesson preparation more efficient, so that everyone involved can really gain something, I will share my thoughts with you here. Collective lesson preparation must be "prepared" Our school requires teachers to prepare a week's homework and write lesson plans in advance, which makes everyone talk about their own understanding of textbooks and the problems they are confused about when preparing lessons collectively instead of reading textbooks temporarily. For example, when preparing the lesson "Comparison in Life", I paid attention to excavating the teaching resources in life and guiding students to contact with real life. The main purpose is to make students feel the widespread existence of comparison in life. However, when preparing lessons collectively, the teachers in those days, after listening to my teaching ideas, felt that I paid more attention to the "taste of life", which might dilute the "taste of mathematics" in the teaching process. Finally, I adopted the opinions of my peers, improved the teaching design and achieved good teaching results. Only when teachers have their own ideas can they achieve greater communication effects in a limited time. As the saying goes: come prepared and get more! Preparing lessons collectively is not just about preparing "teaching materials". In collective lesson preparation, we need to pay more attention to how to deal with teaching materials, but I think we should not just stay at this level, but expand the topic of discussion. I teach sixth grade mathematics, and my students will be the first batch of primary school curriculum reform graduates in the national curriculum reform experimental zone. So, how do these students develop after six years of study? What's the difference between them and the previous non-curriculum reform experimental graduates? This is a question that every teacher who participates in the new curriculum experiment should think about. Therefore, when preparing lessons collectively, our teachers also discussed this issue. After discussion, we found that these children have the following characteristics: self-confidence, generosity, enthusiasm, openness, active participation, active thinking and courage to express different views. However, when we appreciate the achievements brought by these curriculum reform concepts, we also see some realities that worry us. In recent years, the curriculum reform has not been smooth sailing. These children who grew up in "great, great, you are great" look impetuous, and the phenomenon of interrupting in class is more serious, sometimes even affecting the normal teaching order. In addition, these children are seriously polarized, and some students can't even master the most basic calculation methods. Faced with these problems, we formulate measures, strengthen conventional teaching and education, and carefully design and implement hierarchical homework. At the same time, we also believe that we should learn from the advanced experience of previous graduating classes and attach importance to students' knowledge clearance. When preparing lessons collectively, we should pay attention to "before class", "after class" and "problems" in teaching. In collective lesson preparation, in addition to discussing the understanding of teaching materials, we also pay attention to "after class" work-that is, the design of homework. We regard homework as an important way for students to consolidate their knowledge and improve their ability. At the same time, the learning level of different students is fully considered in the homework design, which embodies pertinence and hierarchy, and strives to make different students develop differently in practice. In addition, we often discuss the problems in our teaching process when preparing lessons collectively. The deepening of curriculum reform has brought greater challenges to every teacher. Teachers' individual combat will undoubtedly be weak, and mutual sharing and mutual inspiration in collective lesson preparation can effectively help teachers solve teaching problems and effectively promote teachers' teaching efficiency. More importantly, in the process of sharing wisdom with each other, teachers in the same period became partners, deepened feelings and friendship, and the relationship between colleagues became more harmonious. When such collective lesson preparation becomes the system of every school, when each collective lesson preparation becomes an expectation for teachers, the professional growth of teachers is not a problem! 6.GTYXRonger's point of view: I think the most important thing in collective lesson preparation is to share each other's understanding and thinking and brainstorm. Perhaps there is no "best plan", only a more suitable and feasible plan; Even if there is a "best plan", it may not be suitable for every teacher and every class. Secondly, the form of school-based research proposed by Professor Yu, that is, collective preparation of lessons and multiple rounds of lectures on the same topic, is very important for teachers' professional growth and improving classroom teaching efficiency. That is, brainstorm to prepare a good lesson, with a teacher (in turn) attending first, everyone listening, commenting and correcting after listening; Then he went to the second class, where everyone listened, commented and corrected after the lecture; Then he went to the third class ... and so on. If a teacher can experience this kind of "tempering" once a semester, great! -I think this is a good "collective lesson preparation". In addition, summarizing and reflecting in time after class is also a way of accumulation. 7. scalper's point of view: I don't think it is necessary to find a specific time and place to prepare lessons collectively, and then everyone will get together and talk about their ideas. In fact, in normal times, as soon as I get back to the office after class, I like to share some lessons or some new attempts and problems with my colleagues. I think this is also a collective lesson preparation. Lost response: support! I think there is a limit to finding a specific time and place, because teachers' courses are not all the same, especially teachers who have several jobs, which is even more inconvenient, so it is a good way to communicate, accumulate and discuss at any time. Origin response: I agree very much. In fact, a teaching and research method anytime and anywhere can help us solve many problems. In other words, collective lesson preparation is actually an idea, which emphasizes peer assistance among teachers, rather than a fixed model, and may easily become a mere formality. 8. The problem that money depends on green: When we prepare lessons collectively in the new year, there is often a confusion: by default, we think this knowledge point should be a blind spot for students to learn, but in teaching, we find that students can solve problems independently without spending too much energy; Moreover, we think this knowledge is quite simple, and students can complete it independently, but it has become a difficult point for students to learn. Ask an expert how to deal with this contradiction between presupposition and generation in preparing lessons. A Xiang's response: This is how to grasp the starting point of students' learning. I believe you can get some inspiration from the last discussion.