Enhancing Teacher Professionalism Through High-End Collective Lesson Presentations: A Discipline-Based Model for Educational Innovation

DOI: https://doi.org/10.62517/jhve.202516209

Author(s)

Wei Chen1, Xiaoyan Li1,2,*, Jingjing Zhang1,2, Xuan Yin1

Affiliation(s)

1School of Foreign Languages, Bengbu University, Bengbu, Anhui, China 2School of Education, Hefei University, Hefei, Anhui, China *Corresponding Author

Abstract

High-end collective lesson presentation refers specifically to a form of group lesson demonstration and discussion in which high-level professionals or academic teams at the professorial level participate in listening, evaluating, and guiding the process. Compared with virtual communication on the internet, face-to-face exchanges between experts and ordinary teachers offer a vivid sense of presence, specialization, and scholarly inquiry, making them particularly valuable. This format provides teachers with a strong real-world impact combining subject theory and teaching practice. It is characterized by its high academic content, forward-looking disciplinary perspective, and rich, concrete content. Participating teachers experience the seamless integration of speaking, listening, and evaluating, presenting a multidimensional and comprehensive professional engagement that integrates observation, reflection, memory, and coordination. This process helps teachers deeply understand the curriculum standards, stay current with disciplinary developments, adopt effective teaching methods, refine instructional design, elevate their intellectual outlook, and strengthen critical thinking skills. High-end collective lesson presentations serve as a specialized and innovative platform with a strong on-site presence. They support the formation of new reform models, accelerate the development of regionally distinctive disciplinary cultures, and effectively enhance the professional development of teachers.

Keywords

High-End Collective Lesson Presentation; English Subject; Teacher Professional Competence; New Curriculum; Core Literacy

References

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