An Empirical Study On The Effect Of Lesson Study On High School English Teachers’ Teaching Research Ability

High school foreign language teachers’ teaching research ability has significant effect ontheir professional development. Based on classroom teaching practice, Lesson study canimprove teachers’ teaching research awareness and ability.Based on the National Training Program－Program of the replacement of the ruraljunior high school teachers, the author carries out the study on the effect of Lesson study onhigh school English teachers’ teaching research ability. After reviewing all the related theories,such as Constructivism, Reflective Language Teaching, Group Dynamics Theory, AdultLearning Theory and the Philosophy of the National English Curriculum, and combining withthe connotation and the requirement of the New Curriculum, the author conducts anexperiment among all the eighty-five rural high school English teachers. Lesson plan,questionnaire and interview are employed in the experiment. Through these researchinstruments, the author hopes to find out whether Lesson study can improve the teachingresearch ability of high school English teachers.According to the data analysis, trainee teachers have improved not only in their teachingconcepts but also their teaching methods, which means that Lesson study does help inimproving teachers’ teaching research ability. However, the study shows three problems:trainee teachers are unfamiliar with Lesson study, because it is a new type of teachingresearch; the professional ability of trainee teachers varies. Some theory courses in thecurriculum are too difficult for some trainee teachers; high school English teachers’ teachingresearch ability should be traced in the long run.