The Development, Pattern And Comparison Of Research Class In Primary School

Under the background of globalization, improving the education quality, curriculum reform and teachers'development have been becoming the priorities of different countries'education reform and development. Classroom teaching and research has been the most important initiatives to improve the education quality in various countries. To a large extent, the quality of basic education relates tightly to national fortunes. Currently, our eighth curriculum reform is ongoing; changes in curriculum content, structure and evaluation require constant innovation in teaching and research to meet the need of curriculum and teaching development. At present forms of teaching research and local research are various and complex, and many scholars lead into the implementation models of excellent research course from abroad. However, their localization is not satisfactory, so there are many problems, in which models of different research course are mixed and non-systematic, lacking of effective integration; many problems exist in the implementation process; besides, the implementation models are not perfect. These problems cause many problems, including the formalization of the research course implementation, non-satisfactory of the research result, can not being generalized of the research experience, which can not fully meet the need of curriculum reform. Through the summary of historical development of our research course, Japanese lesson study as well as the American teachers peer coaching and the comparison among them, this paper attempts to explore an implementation model of research course adapting to China's national conditions and needs of the curriculum reform.This thesis is divided into five parts:The first part explains the origin, significance, literature review as well as research methods and ideas of this article; do a detailed design of the writing of this thesis.The second part describes the development history of primary research course, including the concept, historical development period, type, operation, implementation process and the value of it.The third part describes the development history of Japanese lesson study and the American teachers peer coaching; and make a detailed research from the concept, characteristics, implementation steps, supporting strategies, practice mode and their value.The fourth part makes a comparison among Chinese research course, Japanese lesson study and the American teachers peer coaching.From the comparative analysis of the former part, the fifth part explains some reference and inspiration, which is meaningful for our primary research course development.