教师注意是衔接教师知识与行为的桥梁，它使得教师能够有效应对复杂多变的教育教学情境。然而，相较于在数学和科学教师教育领域中的广泛研究，其在语言教师教育领域尚未引起足够的关注，有关如何有效促进英语教师“学会注意”的实证研究不足。此外，考虑到教师注意的情境性特征，探讨特定文化背景下的教学实践如何塑造教师的注意尤为重要。

为此，本个案研究旨在调查一种具有中国特色的教师发展实践——中国式课例研究——对英语教师注意发展的影响。研究者收集了三名初中英语教师在参与为期一个学期的课例研究项目前、中和后观摩课堂时的注意数据，并根据改编后的van Es和Sherin（2006）分析框架对其注意内容和推理方式进行编码，解读其注意的发展变化。为深入了解课例研究在这一过程中的作用，研究者采用了半结构化访谈，并收集了教师的反思日志、课堂录像以及研讨录像，通过主题分析法，探讨课例研究各个结构如何影响参与者的教师注意发展。

结果显示，三位参与者的注意在注意内容和推理方式两方面都得到了发展，这是他们发展知识和采用探究立场的结果。中国式课例研究通过专家介入、同伴互助、重复性课堂实践，以及公开课等结构，提供知识、促进内化、鼓励探究，促进教师“学会注意”。在此过程中，专家介入是提升教师注意的关键。专家在介入过程中要确保提供的知识与课程改革理念一致并易于理解，避免影响知识内化。同时，行政领导要尊重教师的教学自主权，避免干预过多损害教师的探究立场，阻碍教师注意的发展。

本研究丰富了对英语教师注意的理解，增进了学界对中国式课例研究如何影响教师注意发展的认识。

Teacher noticing bridges teachers’ implicit knowledge with their explicit teaching performance. It enables teachers to effectively navigate and respond to the complexities of their educational environments. However, compared with the prosperity of relevant studies in the field of mathematics and science teacher education, teacher noticing is a highly neglected area of investigation in language teacher education. The insufficient empirical evidence on how to facilitate English teachers’ learning-to-notice process effectively hinders the development of English teachers’ noticing. Besides, considering that teacher noticing is a situation-specific skill, there is a call for more studies on how specific cultural practices shape teacher noticing.

In response, this multi-case study aims to investigate how Chinese lesson study, a China-specific cultural practice of teacher professional development, impacted English teachers’ learning to notice. It collected three middle school English teachers’ noticing from their lesson observations and post-observation analyses before, during, and after the one-semester-long lesson study project. The noticing data were analyzed based on an adapted version of van Es and Sherin’s (2006) analytical framework to clarify what they attended to and how they reasoned about what they noticed. Semi-structured interviews, together with teachers’ reflective journals, teachers’ research lessons, and post-lesson discussions, were analyzed through content analysis method to explore how this project impacted its participants’ learning-to-notice process.

The results showed that all participants’ noticing changed on the dimensions of what to notice and how to reason as the consequence of their developing knowledge and the adoption of inquiry stance. The Chinese lesson study project engaged teachers in learning to notice through components including expert intervention, peer coaching, repetitive classroom practice, and requirements for public lessons. These components enhanced teachers’ noticing by providing knowledge, promoting internalization, and encouraging inquiry. Notably, expert intervention is the key to develop teacher noticing. The knowledge experts provide should be consistent with curriculum reform and easy to comprehend to avoid the risk of restraining internalization. Meanwhile, administrative leadership should show respect for teachers’ teaching autonomy to defend teachers’ inquiry stance.

This research serves as a valuable addition to the understanding of English teachers’ noticing and how it can be shaped in Chinese lesson study context.