The Application Of "lesson Study" In School-based Teaching And Research Of Junior Middle School History

Now new history course in our junior secondary schools is undergoing a vibrant reform. We are acutely aware that we have to fight harder as reform goes further. This is because our junior secondary teachers don’t know how to do before deepening reform because of their lack of awareness of history teaching. So, it is increasingly urgent “for a history teacher to go professional and get versed in research” according to various needs of the new course reform. At the same time, the Ministry of Education has proposed, “If practical teachers are encouraged to obtain professional development, it is most effective to establish a teaching research system based on grassroots schools.” In recent years, “Lesson Study” that originated in Japan has aroused worldwide attention as a new form of school-based teaching research. In generic terms, it is a collaborative endeavour in which a teacher conducts student-oriented researches on clear-cut topics in the real-world class. In this process, the teacher plays a dominant role. This new model,very different from the traditional one, serves as a good guide to our ossifying system of school-based teaching research.Rightly under this background, we began doing research in this regard and finally worked out this paper. It can be divided as follows:First, Introduction will focus on necessity and urgency of the reform. And on this basis, I will give an all-around interpretation of “Lesson Study” from the perspective of theory, and then introduce the existing researches in China and beyond as well as my own thoughts and methods in this paper.In Chapter I, my full involvement in Yantai No.3 Middle School junior history teaching group’s “Mixed Lesson Study”, a fruit of “three lesson preparations and two improvements” conducted “simultaneously online and offline” on the “Shandong Network Platform for Teachers’ Remote Studies”, will allow me to introduce and record the practice in detail.Chapter II will, by means of participant observation, interview, questionnaire, etc.,probe into the whole-process Lesson Study, thus dissecting the present problems and proposing improvement measures.What Chapter III would say is widespread use of the teaching group’s school-based lesson study. It has been a new pivot to school-based teaching research, which caneffectively boost teachers’ professional development and transform students’ learning pattern.In short, this paper made a try at summing up the pattern of the history teaching group’s lesson study and offering some reflections in this regard. I hope my research could promote an in-depth growth of the regional lesson study, to set up a wider arena for teachers’ professional development as well as a feasible reference for other teachers involved. Besides, all teachers who want to develop their professionalism can be inspired in practice.