How The Public Lesson Affects The Teacher Professional Quality?

Since the 1980s, teacher professional development has become an important trend of international education reform, one of the hot issues which has been concerned and discussed by workers both in educational theory and educational practice. With the development of the study on teacher professional development, as a part of professional development—teacher professional quality has become an important field and major theoretical question in pedagogy research. Professional qualities of teachers are obtained and gradually evolved in the process of systematical teacher education and long-term educational practice, which is reflected in the educational activities and directly effect on the education process, with the psychological qualities such as specialized, directionality and irreplaceable. Summarize the relative study on national professional quality of teachers, professional quality of teachers can be divided into teacher professional philosophy, teacher professional knowledge, teacher professional ability and so on. Pedagogical content knowledge (PCK)is the core of teacher professional knowledge, which is an important basis to distinguish from teachers and other course experts. Public lesson, as a special way of classroom teaching plays an irreplaceable role in enhancing teacher professional quality than any other forms.The author began the research with a leader of the mathematics group in the primary school, a mathematics teacher, the teacher attended the lesson, and a student teacher.She made the study through observation and interviews. The study aims at exploring the function of public lesson in the course of the teacher professional development on the retailed classroom teaching.The results are as follows:public lesson can improve the professional quality of teachers who give the lesson; public lesson can enrich the professional knowledge of the teachers who attended the lesson;public lesson also can improve the professional competence of the student teacher. The specific influences can be demonstrated concretely as follows: (1) the influence of public lesson on teacher professional quality: public lesson can promote the teachers to update professional philosophy gradually;public lesson can enrich instructor's pedagogical content knowledge (PCK);public lesson also can improve professional competence of teachers.(2) the influence of public lesson on the professional quality of the teachers who attended the lesson: lesson planning team leader learns teaching ideals by attending the lessons; lectures teachers learns to reflect by listening with questions; student teachers knows how to design the lessons. During the study, the author find there are still some problems in today's public lesson, for example: there are still "mere formality"phenomenon in the public lesson; there are still "make false class"phenomenon in the public lesson; there are still gaps between regular classes and public lesson; public lessons are all evaluated by teaching researchers from the official education department. To solve the problems mentioned above, the author puts forward some suggestions: note the relationship between content and form of primary mathematics lessons; public lesson should return to nature, because we need authentic open class; advocate the class to open regular lessons, which means to welcome anyone in anytime; encourage more people to take part in the public lessons and evaluate.