Tentative Views On Research Of Lesson Study Of CLT In Middle Schools

New Curriculum implementation requires our Chinese classroom teaching study follow-up and support, while our Chinese classroom teaching study is relatively weak. The separation of theory and practice is one of reasons to result in dissatisfaction with Chinese classroom teaching from social sectors. Chinese Lesson Study is a good way to change the situation, in education and teaching abroad, Lesson Study is ripe to enhance classroom teaching quality. Our Chinese classroom teaching and research also need to strengthen Lesson Study; Lesson Study of Chinese language teaching is a channel to connect theory with practice of classroom teaching, which will improve classroom teaching by reflection and evaluation of the Lesson to classroom teaching. It may improve their teaching practice by direct involving in teaching cycle; it also may be lesson reflection and evaluation from a professional academic vision.This paper is divided into five sections to describe Lesson study of language teaching in secondary schools, the introduction and four chapters. introduction Includs the questions giving and literature review, etc.; the first chapter discusses the concept of development, the most important functions includes classroom teaching, classroom management, and classroom evaluation. It's the most important interoperability features to give teachers the Operational knowledge, to improve classroom teaching, Implement concept of new curriculum, cooperation and exchange among teachers, concerning about the students, the promotion of teacher professionalism, and to promote to Lesson Treasury construction. Chapter II ,Lesson Study for language values and the its'process. it involves scientific Chinese language teaching, humanism Chinese language teaching and the demands of the new curriculum. The general process of the lessons study is: topic selection, accumulation of information, discussion of design, the implementation of classroom observation, after-school reflection on evaluation and forming report. Chapter III is to examine the content, methods, approaches, etc. The studies are mainly three aspects: general teaching issues, internal Chinese curriculum issues, concept of new curriculum and so on. Lesson Analysis is the most important in Chinese Lesson Study; Lesson analysis method is mainly based on the needs of students and to improve the classroom teaching from the perspective of students. At present, the major language teaching journal of education has many Chinese Lesson Study, the main styles are: famous lesson learning, and Lesson assessment, Lesson Summary, Lesson Review and seminars. The common ways of lesson study: Class classroom observation, learning experts'lesson study, Lesson Sharon. Chapter IV is the evaluation and the its type , Evaluation of Chinese Lesson study: it is research of learning, research to explain CLT, it is necessary to create of practical theory, expressed in practical discourse as a supplement to theoretical discourse.