The quality of lesson preparation will directly affect the teacher's teaching effect and students' learning effect. It plays a very key role in the teacher's teaching activities. Only by thoroughly preparing lessons can you be able to express yourself freely during the teaching process, making teaching full of vitality and vitality. Collective lesson preparation is an effective teaching method that brainstorms and transforms individual talents into collective advantages, thereby improving the quality of teaching. But currently, for teachers, due to the large number of class hours they teach, many teachers not only attend class every day, but also write lesson plans, correct homework, tutor students, etc., and do not have much time to spend on collective lesson preparation and research. The starting point and purpose of the school is to hold collective lesson preparation activities once a week. However, it is an indisputable fact that the efficiency of collective lesson preparation activities is not high nowadays. When teachers sit together, they just read, write, and take notes on the teaching objectives, key points, and difficulties of this unit or lesson, perfunctorily. However, the real collective lesson preparation effect is not achieved, and there is no consensus among teachers. to mutually reinforcing effects. So, how can we improve the effectiveness of collective lesson preparation? I believe that individual talents should be transformed into collective advantages and the quality of teaching should be improved at the same time. If you only rely on individuals to work hard and think hard, sometimes knowledge errors will occur. Through collective lesson preparation and learning from each other's strengths, you can make up for the lack of professional knowledge and significantly improve teaching. quality. Moreover, collective lesson preparation allows everyone to express their opinions and speak freely around the teaching issues of common concern and the next teaching plan. Promote the combination of "big lesson preparation" and "small lesson preparation". The so-called "big lesson preparation" means to use the unified teaching and research time every week to prepare lessons collectively in a targeted, prepared and systematic manner, setting the time, location, speaker, and content of the collective lesson preparation. The so-called "small lesson preparation" means that discussions can be held at any time whenever there is an opportunity, regardless of fixed time. For example: after each class, communicate at any time about the shortcomings and experiences of the class; during the process of correcting homework, communicate at any time about students' existing problems and confusion in teaching; unify the assignment of homework or the training of question types, etc. Because collective lesson preparation once a week cannot solve all problems, in order to study and solve problems exposed by students and new problems encountered by teachers at any time, it is necessary to use informal "small lesson preparation" to make up for it, so that collective lesson preparation can be more enhanced. Targeted and pragmatic. I think that as long as there are questions, confusions, and opportunities, we can discuss them in the group at any time. If the "small lesson preparation" is done well, its effect will be no less than the "big lesson preparation" or even more than the "big lesson preparation". In addition, content determines form. Without content, there will be no appropriate form. What are the new contents of collective lesson preparation? I think we can discuss the knowledge points, quality points, ability points, excavation points and even the basic points of the exam in a text; we can also discuss a model, a teaching method, a theme, a presupposition and the possibility of generation, etc. Conduct discussions; you can also ask a certain teacher to give lectures within a certain period of time; you can also broaden the effectiveness of teaching, teaching wisdom, teacher language, etc., and reflect on teaching, change teaching links, and new interpretations of teaching materials etc. have been expanded and so on. In short, there is no need to be rigid in the content and form of the discussion. By expanding the scope of the discussion, there will be freshness and more topics. I think this can not only train the teachers who speak, but also allow everyone to gain something. In addition, I believe that collective lesson preparation cannot ignore the "four concerns". (1) Pay attention to why students should learn this part of knowledge? What goals need to be achieved through learning? We must keep these questions in our minds as we prepare lessons collectively. Only when these issues are clear can you have a direction in preparing lessons and know what to say. (2) Pay attention to what students learn. This is a matter of learning content. What content is valuable and important (that is, what we often call the important and difficult points of teaching)? What content can be processed by teaching methods, and through the transfer of new and old knowledge, it can better promote the physical and mental development of students and make students happy to learn and love learning. How to choose teaching resources and teaching materials should be repeatedly considered when we discuss. (3) Pay attention to how students learn. When preparing for lessons, you must think from others’ perspective: If I were a student, what would I already know? What would I do? What do I care about more? How to let students explore independently and what to explore independently. (4) Pay attention to how well you are learning. According to the teaching objectives, during the preparation, we must carefully design exercises, questions, and after-class assignments. At the same time, we must also consider the detection and evaluation of student learning and what goals have been achieved. Finally, I believe that in order to improve the effectiveness of collective lesson preparation, we must establish "five consciousnesses." (1) Dialogue awareness. ①Dialogue with the curriculum standards before collective lesson preparation: read carefully the requirements for teaching knowledge for this lesson in the standards; ②Dialogue with the teaching materials: systematically read the teaching materials and the teaching content of this unit; study the teacher's book (consistent with the content of the teaching materials); ③ Dialogue with peers: communicate more with teachers; ④ Dialogue with famous teachers and netizens, learn through the Internet and books and periodicals to solve your confusion in teaching; ⑤ Dialogue with students: read students objectively, understand students' knowledge construction, and design Questions set by students. (2) Resource development awareness. Reasonable use of effective resources to achieve intuitive teaching and not abstract teaching; rational development of media and network resources; organic integration of other subject resources. (3) Awareness of students as the main body. Identify the realistic starting point for students' learning; carefully arrange students' inquiry process to allow students to experience the learning process. (4) "Presupposition" and "generation" consciousness.

The Soviet educator Suhomlinsky said in a famous quote in "Advice to Teachers": "Teaching class is not like putting pre-measured and cut clothing patterns on cloth. The whole essence of the problem is that, The object of our work is not cloth, but children of flesh and blood, with sensitive and fragile hearts and spirits. Therefore, the real educational skill and art lies in that teachers can change the lesson plan at any time when necessary. The good thing about a good teacher is that he can feel the logic of the development of the class and make the structure of the class subject to the regularity of thinking." (5) Awareness of quality and efficiency. Determine practical class teaching objectives; pay attention to the optimized combination of multiple teaching methods; organize effective classroom exercises. In short, lesson preparation is an important part of teaching work and a powerful weapon before teaching.