The Progress And Enlightenment Of Japanese "Class Study"

“Lesson study”(LS)is an activity that the teacher community,under the guidance of certain educational theory,repeatedly studies,refines experience and improves teaching around a certain problem that needs to be solved in the process of teaching practice,so as to promote students' effective learning,promote teachers' professional development and improve the quality of education.In recent years,with the deepening of the new curriculum reform and the development of PISA and other international large-scale tests,the quality of students' learning has been paid more and more attention by the state,and the voice of the society for teachers to improve classroom teaching has become higher and higher,“Lesson study” just meets the needs of the reform.Japan is the first country to effectively promote the professional development of teachers through “Lesson study”,and it has made great achievements.This study consists of six parts.The first part is the introduction,which briefly analyzes the reason and significance of the topic,combs the relevant literature,explains the research methods;The second part defines the core concepts,and theoretical basis,etc..The third part combs the historical process of “Lesson study” in Japan,mainly including the embryonic period,the formation period and the development period.The fourth part analyzes the characteristics of Japanese case study from the perspective of constructivism learning theory,including teacher interaction based on “cooperation”,research activities based on “situation” and evaluation feedback based on “dialogue”.Professional development based on “meaning construction”.The fifth part gives the typical practice of “Lesson study” in two schools in Japan.The sixth part,based on the comparative analysis of “Lesson study” in China and Japan,discusses the Enlightenment of “Lesson study” in Japan to China,which mainly includes strengthening collaborative learning among teachers and providing external professional support;creating a culture of communication among teachers and strengthening teachers' active reflection;establishing a broad and long-term research topic that is conducive to students' development;focusing on students' learning and teachers' development,teachers should consciously renew their ideas.