What is especially important for teachers to do lesson study

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References:

"Teachers. How to do lesson study"

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Origin: People's Education

2010

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Editor's note: At present, every school, every teacher is facing a series of new problems, new confusions, new challenges, and to really

solve these problems, rely on the original experience can not work, need to rely on research to find new ways and means.

Lesson study is a kind of reflective study based on practical situations that teachers are good at. In lesson study, teachers use their own research

to alliance methods with practice and to analyze teaching activities in depth, leading to improved teaching and spiritual growth.

As a collaborative***ive research approach, the past

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years have been the years in which lesson study has gained widespread popularity

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in many countries and regions. Practice

shows that lesson study plays an important role in the professional development of teachers and the success of pedagogical changes in schools. China's school teaching and research

system, which is dominated by teaching and research groups, has survived for more than half a century since it was set up in the early 1950s, but its administrative, transactional, and casual operation is still far from the goal of

professionalization, standardization, and routine development, so the use of lesson study as a carrier to make the school teaching and research organization develop into a professional

structure.

Research organizations, to achieve the "integration of teaching and research" has become one of the important mission of school change.

Beginning with this issue, the journal will publish a series of research results by An Guiqing, an associate professor at East China Normal University, and members of his team, in the hope that they will provide guidance for

schools to carry out research on classroom cases, and to realize the continuous improvement of classroom teaching and learning.

An Guiqing

:

Establishing the theme of lesson study

Traditional teaching and research activities tend to be "lesson by lesson", with the theme of the seminar often unclear or even extremely generalized.

In contrast, case study research, as a form of shared research, is designed to solve teaching problems, improve teaching behavior, and enhance

teaching quality

In case study research

Teachers usually go through a cyclical process of questioning-planning-acting Therefore, a clear research theme becomes the starting point of the case study

Practice has shown

The case study around a certain theme is not only conducive to improving the effect and quality of the study,

And **** the same research goals and research will be more conducive to the case study group into a research **** the same body.

I. Characteristics of the research theme.

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From reality.

Lesson study is a collaborative research carried out by teachers on real teaching problems, which focuses on the solution of teaching real

intercourse problems, so the theme of its research does not come from some kind of ready-made theories, but from the teachers' teaching practice.

That is to say

case study is committed to solving the real problems encountered by teachers in classroom teaching with scientific research tools

Thus,

such as "how is the relationship between individual and social constructivism", "the impact of brain science on classroom teaching", "the impact of brain science on classroom teaching", and so on. The impact of brain science on classroom teaching" and other questions that start from theory

are not suitable as topics for case studies. Instead, the teacher's daily teaching behavior, the personal experience in the specific teaching scene, and the sincere discussion between the teacher and his peers on the difficult teaching problems become the main source of the problems in the case study

. Such as teacher-student, student-student interaction, the teacher's art of questioning, how to organize students to carry out cooperative learning or inquiry learning,

and so on. In fact, in the face of the reality of classroom teaching, there are too many issues that teachers need to think about, and then through research to improve

their professional judgment and practical wisdom.

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Begins with reflection.

The ability of a teacher to identify a practical research topic depends on whether he or she has the ability to reflect y and whether he or she is good at capturing and refining real classroom teaching problems, even though he or she is in a real teaching situation. The problems of the case study can

be either *** or personalized, but in any case, they are the teachers' own problems based on their reflections on teaching and learning. Therefore,

the theme of the lesson study must be able to arouse the teachers' reflective spirit and problem consciousness. There is no growth without confusion. Teachers do not need to feel anxious when they are in a state of doubt, hesitation, confusion, or spiritual distress, which proves that they are in a state of reflection, a state that is

exactly what is needed for teaching research.

For example, in a language class, the instructor asks the students in the usual way, "What are your doubts

after reading the title of the article?"

Students ask one question after another, but these questions can obviously be answered by reading the text. It was at this point that a

student raised a different voice, arguing that his classmates were asking questions knowingly because the questions they were asking were already known when they previewed the text

during their morning study. This question touched the teacher so much that he was skeptical about this common teaching method: should

it not be used anymore?

After reflection, he realized that there is no problem with the method, the key is how to guide students to ask valuable questions

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So he took "how to get students to ask valuable questions in language class" as his research theme and began a very meaningful

case study.

One of the "How Teachers Do Case Studies"

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Concrete and feasible.

In the early stage of lesson study, teachers' choice of topics is often too broad, such as "Improving the Effectiveness of Classroom Teaching

," "Building a Dialogical Classroom," "Developing Language Teaching Resources " and so on. Because of the inability to focus on the problem, these generalized research

themes will inevitably lead to a superficial interpretation of the content of the study by teachers, and these issues can not guide teachers to explore in depth, the improvement of teaching

teacher teaching behavior has little effect. What's more, the scope of the research questions is very large, but the research time is very short, and the result

can only be skimmed over