Collective lesson preparation, as a unique form of lesson preparation in China, has been a common method of school work since the founding of new China.In the early years of the founding of the People's Republic of China, the collective lesson preparation method played an effective role in the development of basic education in the early years of the People's Republic of China and promoted the development of teachers and schools.Since entering the new century, with the development of economy and society, China has vigorously carried out curriculum reform, and the form of collective lesson preparation has been questioned to some extent.Based on the existing literature on collective lesson preparation, this paper makes a full analysis of the current situation of collective lesson preparation. Based on the analysis of the current situation of collective lesson preparation, a historical lesson preparation group in P of panjin city is taken as the research object to carry out an action study on collective lesson preparation.The current situation of collective lesson preparation in P was fully investigated before action research by means of questionnaire and interview.On the basis of full investigation, problems existing in the existing collective lesson preparation in P were summarized, opinions of history teachers in P were collected, action plans were formulated, and effective division of labor and cooperation were carried out in the lesson preparation group.The researcher formulated the rationalized plan of collective lesson preparation, carried out task allocation, and implemented the task allocation of the five aspects of key and difficult points, professional knowledge, college entrance examination questions, teaching reflection, and curriculum standards into the individual teachers.After a round of action research, teachers involved in action research were interviewed to evaluate the effect of action research, and relevant conclusions were drawn: rational collective lesson preparation is conducive to the growth of teachers and team building;Teachers of different ages have higher motivation;The participation motivation of members should be effectively utilized and stimulated.The purpose of members should be understood;Collective lesson preparation is influenced by the external environment.This action research cycle is short, the research needs to be in-depth;The research scope is not large enough and the representativeness is limited.The collective lesson preparation plan needs to be further improved.This action research also encountered various problems, such as the impact of trivial work in schools, the uneven quality of the teacher team, insufficient resources for teacher lesson preparation, the contradiction between specialized division of labor and the overall development of individuals, how to deal with the relationship between collective lesson preparation and individual lesson preparation, the difficulty of collective lesson preparation evaluation and motivation.This study can not answer these questions one by one, but can provide a personalized collective lesson preparation action research method for peer reference.