A Comparative Study For Teacher-Research Discourse In Lesson Study

Lesson study is a specific method of teaching and teacher research, which is famous for its high efficiency in improving classroom teaching. Based on sorting out relevant literature on lesson study, discourse analysis and teacher-research discourse, combining my own research interests and practical feasibility, adopting the case study method, this study aims at exploring the current situation of teacher-research discourse before and after lesson study, revealing the transitional process and serving as a reference for further research in improving lesson study.On the basis of sorting out existing literature, this study sums up the core content of the general discourse analysis and teacher-research discourse analysis, combines with the core elements of discourse analysis extracted from analyzing the collected linguistic data in the case, so as to construct a five-dimensional analytical framework. Namely, discourse content, discourse type, discourse basis, turn taking and discourse function. Based on this analytical framework, this study uses NVivo8 that is qualitative research software to analyze.Research results have shown that after lesson study, teacher-research discourse has been changed on these five dimensions:teachers are more concerned about students’ learning, emphasize the usage of descriptive discourse, exceed previous experience, obtain discourse turns actively and find subjectivity gradually. Moreover, this study also produces new indexes beyond the existing analytical framework, which are indicative discourse and suggested discourse. Having reviewed the whole process of case study, as well as the changes of teacher-research discourse before and after lesson study, two internal mechanisms to promote the transformation for teacher-research discourse in lesson study have been concluded:one is adjusting teachers’teaching to students’ learning, the other is changing teacher-research discourse by changing interpersonal relationships. Considering the conclusions of this study, in order to promote lesson study for the transition of teacher-research discourse, this study proposes two recommendations:lesson study should adhere to learning-oriented, and lesson study should turn to emphasis on the research community.