Reflections, Trends and Prospects of the Development of Chinese Lesson Study in the Context of New Curriculum Reform

Abstract

As an important approach to promoting teachers' professional development, Chinese lesson study provides consistent support for teachers to understand and implement the ideas of curriculum reform. However, looking back at the research content of Chinese lesson study, the research focus is on teaching materials and teaching methods, lacking the attention to students' learning process; Moreover, the research bodies, namely, the participants of Chinese lesson study present homogeneity, who usually come from the same subject and the same grade; In addition, the presentation mode of the research results is relatively fixed, which is mainly in the form of open class. Under the background of curriculum reform, Chinese lesson study begins to incorporate theoretical guidance in the implementation of reform objectives, pay attention to teachers' attitude towards curriculum reform, and seek diversified ways to display the results of lesson studies. In the process of inheriting the local classroom teaching tradition, Chinese lesson study constantly changes the structural relationship within the professional community, updates teachers' belief in curriculum reform and finally changes teachers' teaching behaviors. In the future, researchers on Chinese lesson study need to actively seek the conceptualized and theoretical expression of teachers' teaching experience, establish heterogeneous research teams while understanding teachers' emotional development, and exploreits display forms from multiple angles.

Keywords

• chinese lesson study
• curriculum reform
• theoretical guidance
• teachers' belief
• diversified display