On The Japanese Lesson Study From The Perspective Of Teachers Professional Development Path

Japanese lesson study plays an important role not only in improving teaching quality,but also as a basic way to promote teachers’ professional development.Literature research,historical research,case study and comparative research were collected in this manuscript to make a systematic discussion on Japanese lesson study.The history of Japanese lesson study can be traced back to teachers’ discussion on teaching methods in the Meiji Restoration period,and its development process can be roughly divided into four stages: the embryonic stage,the exploratory stage,the formative stage and the flourishing stage.Currently,Japanese lesson study has produced a wide range of international influence.The operation process of Japanese lesson study mainly includes five links,namely,determining the research topic,designing the research,observing the research,improving the research and summarizing the research,and the operation process is cyclical.The extensive implementation of Japanese lesson study in China cannot be separated from the strong support from school organization,economy,culture and theory.This paper holds that only by understanding deeply the methodological essence of the case study can we ensure the healthy development of the Lesson study in the right direction.This paper discusses that action research is the basic methodology of Lesson study from the perspectives of research purpose,research subject,research form,research procedure,research method and research results.Japanese lesson study for the internal mechanism of teacher professional development is mainly manifested in four aspects,namely through rich teacher’s practical knowledge to promote teachers’ professional development,to improve teachers’ discipline teaching knowledge to promote teachers’ professional development,by emphasizing the cooperation to promote teachers’ professional development for teachers,through the theoretical guidance to promote teachers’ professional development.Japanese lesson study,combined with the reality of primary and secondary schools in China,this paper argues that to effectively promote teacher professional development of Lesson study,school administrators should take Lesson study as the basic route of teacher professional development,teachers should guide pay attention to class example research method,and from the construction of learning-oriented class example research organization,improve the school teaching research dual professional guide,set up a special school teaching research funds research time,etc,and the reasonable arrangement of teaching for teachers to conduct teaching research to provide strong support.