“集体备课”:内涵、问题与变革策略

Collective Lesson Planning: Its Meaning,Problems and Strategies for Change

集体备课强调教师之间基于合作探究而寻求教学真义,强调优秀教学资源与教学经验的共生共享,强调凝聚群体智慧生成和创造新的教学。从个体备课到集体备课的转型,实质上是实现教学从注重技术、技巧、方法的安排到注重科学、艺术和创造的融合,实现由"我的教学"向"我们的教学"的转变。但是,实践中集体备课存在着重"教"轻"研"、重"教"轻"学"、教师教学风格与教学个性的丧失、教师"坐而不合"和管理的过分标准化、形式化等问题。解决这些问题,从策略上需要学校关注教师学习文化和合作文化的建立、让集体备课真正成为校本教研活动、引导教师从关注和研究学生的学习、依据"好课"的理性理解不断追求集体备课的新价值、基于"教学设计"理念改革完善集体备课、增强对集体备课的专业引领等。

Collective lesson planning emphasizes collective inquiry among teachers into the true meaning of teaching, the generation and sharing of good teaching resources and teaching experience, and the generation and creation of collective and new teaching. The shift from individual planning to collective planning indicates the change from a focus on the arrangement of technology, techniques and methods to a focus on the integration of science, art and creation, and it also indicates a change from ＂my teaching＂ to ＂our teaching＂. However, in practice, collective classes tend to give greater emphasis on ＂teaching＂ than on ＂research＂, and greater emphasis on ＂teaching＂ than on ＂learning＂. It also gives rise to such problems as the loss of teachers＇ teaching style and personality. Teachers may sit together without cooperation between each other during the process of planning. There are also the problems of over- standardization and formalization in management. In order to solve these problems, attention should be paid by the school to establish cooperative and learning cultures among the teachers, so that collective lesson planning may become part of real school-based teaching and research activities, and teachers will be guided to pursue the new values of planning, based on their rational understanding of the ＂good lessons＂. Only in this way can collective lesson planning enhance the collective expertise in lesson planning, on the basis of the ＂instructional design＂ philosophy.