“新课标”指出语文教师要善于与同行在集体备课对话交流中学会自我反思，实现教学相长。“统编本”语文教材总主编也特别强调了使用小学语文教材时要如何备课的问题。而现有文献中鲜有具体针对于小学语文教师集体备课的研究，因此笔者认为，小学语文教师们要重视通过集体备课把新教材传达的新思想、新观念，全面、科学地渗透到教学中。
本研究主要通过质的研究，对 X 小学二年级语文教师集体备“统编本”教材课目的个案情况进行了分析。笔者通过观察法、访谈法和实物搜集法等途径收集了相关资料，总结了 X 小学语文学科教师集体备课的背景、集体备课的现状以及影响集体备课的因素。研究发现，X 小学校领导基于对集体备课的认知理念组织和规划了学校集体备课的开展；X 小学的集体备课共经历了从筹划、到研讨、再到展示及总结四个阶段；而 X 小学的集体备课主要受到了学校领导意识和组织制度以及教师态度和专业能力的影响。
研究结果表明，X 小学教师通过此次集体备课研讨活动，深化了对备课的思考，积累了备课的经验，并且通过教学、说课、评课以及教学反思等实践，对备课与教学的关系也有了新的认识。但其集体备课组织管理不够周密，缺乏长效的集体备课机制；集体备课的主动意识有些淡薄，没能形成学习共同体；集体备课有流于形式的倾向，课堂质量不够高效。因此笔者认为应通过坚持人本管理理念，科学组织管理制度，保障集体备课的顺利开展；培育合作教研文化，激励教师主动进行合作，全面推进集体备课；践行以生为本的课堂教学模式，促进学生自主发展，从而有效落实集体备课。

"New Curriculum Standard" points out that Chinese teachers should be good at communicating with their peers in collective lesson preparation so as to realize self-reflection and mutual benefit between teaching and learning. The chief editor-in-chief of the Chinese teaching material "Unified Edition" also emphasizes how to prepare lessons when using the Chineseteaching material ofprimary school. However,there are few researches on the collective lesson preparation for primary school Chinese teachers in the existing literatures. Therefore, the author believes that, The primary school Chinese teachers should pay attention to the new ideas andconceptsconveyed bythenewtextbooksthroughcollectivelessonpreparation,and penetrate intotheteachingcomprehensivelyandscientifically. This study mainly through qualitative research, X primary school second grade Chinese teachers collectively prepared "unified edition" teaching materials for the case analysis. Through observation, interview and physical collection, the author collected the relevant information, summarized the background of X primary school Chinese teachers 'collective lesson preparation, the current situation of collective lesson preparation and the factors that affect the collective lesson preparation. The study found that the leaders of X primary school organized and planned the development of the collective lesson preparation based on the cognitive idea of collective lessonpreparation.Xprimaryschool's collectivelessonpreparationhasgonethrough fourstages: planning, discussion, demonstration and summary. The collective lesson preparation of X primary school is mainly influenced by the school leadership consciousness and organization systemaswellastheteachers'attitudeandprofessionalability. The results show that X primary school teachers through this collective lesson preparation seminar, Through the practice of teaching, speaking, evaluating and reflecting, we have a new understanding of the relationship between lesson preparation and teaching. This paper is divided into four parts as follows: Chapter One: Introduction, Introduction, Evaluation and Reflection of Teaching and Learning, Chapter One: Chapter Two: The Relationship between Lesson
Preparation and Teaching. However, the organization and management of collective lesson preparation is not thorough enough, and there is lack of long-term collective lesson preparation mechanism; The initiative consciousness of the collective lesson preparation is weak, and the learning community has not been formed. Collective lesson preparation has a tendency to be formal, and the quality of class is not efficient enough. Therefore, the author believes that we should adhere to the human-oriented management concept, scientific organization and management system to ensure the smooth development of collective lesson preparation; Cultivatingcooperativeteachingand researchculture,encouragingteacherstocooperateactively, promoting collective lesson preparation in an all-round way; To carry out the student-based classroom teaching model, to promote students' independent development, so as to effectively implementthecollectivelessonpreparation.