Under The New Curriculum Reform Of High School Teachers Speaking Lesson Study In Shaanxi Province

The senior middle school curriculum reform has been implemented in the country for eight years. It is challenge and opportunity for the majority of teachers who act as participants and implementers of the new curriculum reform to quickly improve their own disciplinary literacy, comprehend concepts of the new curriculum deeply, grasp the teaching methods which are adapted to students and requirements of the new curriculum. Since2007, senior middle schools in Shaanxi have fully implemented the new curriculum. One of the key issues which can advance the new curriculum reform is teachers’ professional growth.Interpreting lesson is one of the teaching and researching activities which can effectively promote teachers’ professional growth. Interpreting lesson has been spread because of its simplicity, flexibility and practicality since it appeared in the late1980s. However, with the conduct of the new curriculum reform, Interpreting lesson also faces some problems. Through looking up references, it was found that research about interpreting lesson was focused on growth in personal explaining lesson or a specific discipline, or the practical effect of a particular mode of interpreting lesson, or the development of the course about interpreting lesson in Normal Universities.Though the research above got a lot of achievement which can be made use of, the following issues remain unresolved, the categories of interpreting lesson are excessive, the contents of interpreting lesson are lack of integration, evaluation about explaining lesson is not scientific and the contents don’t link with the new curriculum closely, time of interpreting lesson is selected confusedly and interpreting lesson is lack of guidance and advice, research about interpreting lesson’long-term development is rare, the writing mode of interpreting lesson is random and the evaluation is more difficult.Based on the study of above problems, the types of interpreting lesson are reduced from20to7. the connotation of interpreting lesson is cleared, the people who will interpret lesson include teachers and normal school students and time of interpreting lesson should be limited based on its nature. Contents of lessons are integrated, including curriculum resources and formative evaluation. Evaluation methods and specific proposals are pointed out. quantitative indicators of interpreting lesson are specified, the projects of evaluation are simplified. Teachers’ personal growth of interpreting lesson from theoretical study, through empirical research study explored the level of the school district, school, teaching and research group, lesson planning group and Lessons incentives effectively Lessons long-term strategy. The choice of time and mode about Interpreting lesson proides specific strategies and recommendations.