2006 Volume 15 Pages 81-91
Students need lessons which offer something new, like the chance to make discoveries and develop. Teachers have been making efforts to provide such lessons and promoting study by each teacher of their own teaching which can generate insights into it, by discussing it with their colleagues in the school as a collaborative study. How can these discussions be fully utilized to improve their teaching?
The main purpose of this paper is to examine how these discussions can be utilized to shape the next lesson plan. It focuses particularly on the process of:（1）observing a series of three successive lessons;（2）discussing the first lesson before planning the second, and repeating the process after the second lesson; and（3）reflecting deeply on and reviewing one's own way of teaching, and explaining it to others, just like “telling a story”, which can serve as the foundation for research.
Based on the findings of the study, some points are made which can help teachers improve their skills so that they can plan and develop better teaching. Five critical points are highlighted. First, by observing how the children are learning, teachers may well identify some ideas about teaching plans which can develop their teaching further. Second, the purpose of the collaborative work should be properly understood and shared by those involved. Third, the actual practice needs to be reconstructed sufficiently in the process of collaborative reflection on lessons. Fourth, the findings provided by each teacher involved should be drawn on. Finally, it is important for the teachers of students in the same grade to discuss the lessons with each other and to enable them to conduct a collaborative study of their own teaching on a regular basis.
