Case Study On Teacher Researching Class In Junior High School

The research which based on both policy and literature indicates that it is important for teacher to do teaching research. However, it is seldom inquired about teacher researching class by case study. So, this study uses two junior high school teachers as cases, trying to find out the content and ways of teacher researching class.The cases chosen in this study are two teachers A and B in L junior high school, T city, Zhejiang province. Teacher A and B are the members of research group in L junior high school which has established a good atmosphere about teacher research. Both of them like to think deeply and inquiry their class and teaching. Date was collected in different ways in this study including documents analysis, interview with teachers and participative observation. Finally, data were categorized into two inter-related parts for further analysis. One is about the content of teacher researching in junior high school; the other is about the ways of teacher inquiring.Based on these two cases, the study makes conclusions about the content and ways of junior high school teachers inquiring class respectively. First, teachers inquiry their class from three parts:(1) aims to teaching effectiveness;(2) aims to develop students’thinking;(3) aims to examination. Second, there are also two ways to do research:(1) Action research;(2) Qualitative research. According to the conclusions, there comes some advice. In the aspect of researching content, junior high school teacher can research their classes from inquiring disciplinary knowledge, students’ thinking and examination. Moreover, there are some suggestions on the ways of teacher researching the class. On one hand, establishing teacher research community and improving the effectiveness of attending instruction of others to help teachers does research. On the other hand, teachers can take the ways of qualitative research, and then solve the problems which exist only in their own classes.