Poster #35 - Lesson Study and Its Role in the Implementation of Curriculum Reform in China

• In Event: 61.072 - MTCC Poster Session 13
  In Poster Session: 61.072-5 - New Insights Through Lesson Study: Poster Session

Abstract

This paper examines how lesson study (LS) in China could help teachers to transform reform ideas into classrooms. Following typical Chinese LS phases, a district-based LS group including a teaching research specialist and school teachers set the goals of developing conceptual understanding and problem solving skills, then carried out eight iterations of rehearsing and reflecting upon re-search lessons, and, finally, taught a public lesson. The data collect-ed include videotaped research lessons, lesson planning and debriefings, and post-LS teachers’ and teaching research specialist’s interviews. An analysis of this data set showed that the research lesson was substantially improved in its alignment with the goals of LS. In addition, both the teachers and the specialist developed their professional expertise through the LS.

Authors

• Rongjin Huang, Middle Tennessee State University

• Xingfeng Huang, Shanghai Normal University

• Zhiyong Zhu, Beijing Normal University