A Case Study To Promote Preschool Teacher's Teaching Ability Development In Lesson Study

Preschool teachers' teaching ability is a key factor that determines the effectiveness of early childhood education and teaching activities.Not only related to the professional development of preschool teachers,but also to children's learning and development.According to the research,the study is based on real classroom teaching,and effectively studies teachers' behaviors under the effective teaching concept,and helps teachers achieve the goal of professional growth.However,in the current kindergarten class study,the lesson study value for promoting teachers' professional growth.However,how does the teacher's abilities develop in the preschool teacher professional standards(trial)? What abilities can be developed quickly? What abilities take time to continue? In the case study,it is more general.Therefore,the present study of kindergarten curriculum needs to find a new breakthrough to solve the development of preschool teachers' teaching ability.This study uses case study method,from the perspective of changes in preschool teachers' teaching ability development of lesson study process.Breaking through the ability to prepare for teachers' activities in "Experience","Participatory" to improve the ability to implement teachers' activities,"Transposition" integration of teachers' teaching ability.In addition,based on "teacher's teaching ability evaluation scale" of six preschool teachers preparing ability,implementation ability and the ability to group activities before and after the test,to verify the effectiveness.In this study,the process of reading lesson study,combined with the survey method,independent samples T test and paired samples T test on the teaching and research group of teachers.The results are as follows:preschool teachers' teaching ability in lesson study have a greater development in the whole process.Also found that kindergarten teachers' teaching ability in lesson study development mechanism is the problem of lesson study in context by kindergarten teachers in design goals and the cognitive conflict,the formation of professional community based on learning centered,reflection in the diagnosis,the role of mutual promotion and mutual integration,and ultimately realize the development of preschool teachers' teaching ability.