Research On The Implementation Status And Strategies Of Lesson Study In Primary School

The “Lesson study”,which originated in Japan,has been widely noticed in the world in the reflection of “reform movement away from teaching”,and its value pursuit and natural function of pointing to classroom improvement,promoting teachers’ professional growth and improving students’ learning effectiveness make it a choice and strong tool in the era of teaching and learning change.According to the international experience of lesson study and the promotion of China’s basic education curriculum reform,lesson study has more adapted to the needs of China’s teaching and research activities,and gradually developed “Chinese Lesson Study” grinding research based on teaching and research activities,which highlights the Chinese characteristics of lesson study to a greater extent and has become a widely used paradigm of education and teaching research in primary and secondary schools in China.The lesson study,which is driven by the actual problems of school education and teaching,is deeply practical and contextual,and it is difficult to reflect the true value of lesson study by simply taking theoretical research as a breakthrough.Especially for front-line primary school teachers,only a “practical discourse” based on a systematic theoretical framework can ensure that they can make appropriate practical decisions.With the aim of improving the professionalism and effectiveness of primary school lesson study,and then guide primary school teachers to construct their own scientific teaching beliefs through lesson study practice,precipitate rich practical knowledge,and realize professional independent development.Based on the analysis of the theoretical framework of lesson study,go deep into the practice of primary school lesson study,take 119 primary school teachers from four primary schools in K city as the survey object,through the methods of questionnaire,interview and case analysis,the relevant quantitative evidence and qualitative data on the practice of primary school lesson study are collected to present the current practice of primary school lesson study.Although all primary schools regard the lesson study as a routine teaching and research activity,and carry out the spiritual core of the lesson study carefully from the aspects of research concept,organization and management,and then to the practical process,the following common problems still appear:First,cognitive deviation and obvious task orientation;Second,emphasizing teaching over learning,with a serious tendency of alienation;Third,experience first,lack of professional theoretical support;Fourth,lack of reflection,teachers lack “self-tracking”;Fifth,the lack of induction,the loss of valuable teaching experience.In view of this,this paper puts forward the following optimization countermeasures for the schoolbased implementation of primary school lesson study in China.First,clarify the one-sided understanding and the significance and value of formal lesson study;Second,change the research perspective and develop scientific and practical diagnostic tools;Third,seek theoretical reflection and enhance the theoretical support of lesson study;Fourth,clarify the diagnosis subject and form a multi cooperative research community;Fifth,enhance the awareness of induction and summarize the practical wisdom in excellent lesson examples.