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如何促进有效的教学是世界各地教育系统长期关注的问题。开展对课堂教学的研究,尤其是有系统地进行课例分析则是近三十年才在世界范围内兴起的。本文回顾和分析了课例研究的缘起以及它在不同文化和地区中传播、本土化的过程。研究发现,课例研究在日本学校中已经超过一个世纪,之后逐步主题化、模式化和制度化。20世纪90年代初,随着学生数学学业成就国际比较的开展,课例研究受到广泛关注并被移植到其他地区。在借鉴外来理论框架和本土化的过程中,不同地区有着各自的着眼点和目标。课例研究作为教师专业发展的一种常态,需要在研究方法上考虑与一般教学理论的深入融合,在研究目的上从改进教师课堂教学转变为将教学经验理论化,在研究成效上要能促进学生的深度学习和协助教师持续的专业发展。
Abstract：How to enhance effective teaching is a long-term concern for education systems around the world. The research on classroom teaching, especially the systematic lesson studies, has arisen in the world in the past 30 years. This paper reviews and analyzes the origins of lesson study and its dissemination and localization in different cultures and regions. It is found that lesson study originated in Japan for more than a century and gradually became thematic, patterned, and institutionalized. In the early 1990 s, with the development of international comparison of students' academic achievements in mathematics, teacher-involved lesson study was widely concerned and transplanted. In the process of learning from foreign theoretical frameworks and developing localized teaching theories, we shall notice that different regions had their perspectives and objectives. Considering lesson study as a common state of teacher professional development, we need to emphasize the integration with classical teaching theories, and the transformation from improving teachers' classroom teaching to theorizing teaching experience. We also need to assist teachers in continuing professional development and promote students' deep learning.
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基本信息:
中图分类号:G424
引用信息:
[1]张侨平,陈敏.课例研究的缘起和流变:回顾与前瞻[J].全球教育展望,2020,49(08):75-91.
基金信息:
香港教育大学博文及社会科学学院研究项目(项目编号:IRS7-2019-04413)和学系合作教学研究项目(项目编号:DCTF2019-T2-04449)研究成果之一
2020-08-10
2020-08-10