课例研究如何提高数学教学外文翻译资料

课例研究的类型/研究主题的例子

参与者

优势和贡献

基于学校

每个孩子急切学习的数学教学

学校里所有的教师；他们共同开发一个研究主题，表达他们对学生的渴望

课例研究建立对彼此实践的了解，使非正式的、持续的帮助成为可能

积极和消极的变化是值得注意的：与某一特定因素作斗争的教师会看到哪里可以得到帮助，优秀的策略会得到注意和运用

“临界点”：不喜欢坚持无效方法

即使是对数学没有特别兴趣或能力的教师，也会受到学校研究主题的激励，这代表着对学生的集体希望

研究课在教师中创造了对研究人员所产生的高质量创新的“需求”等等

基于地区

学生们经历了从学前到小学和小学到中学的平稳过渡

一个地区的所有教师；教师选择感兴趣的学科

通才型教师对一门特别感兴趣的学科进行深入研究

教师们在实践中尝试新方法，与其他对该学科感兴趣的当地教师合作

教师把地区工作中的经验带到校本课例研究

基于地区的团体

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How does lesson study improve mathematics instruction?

Catherine Lewis

Abstract This article presents a theoretical model of lesson studyrsquo;s impact on instruction, through intervening impact on teachersrsquo; knowledge, beliefs and dispositions, teachersrsquo; learning community, and curriculum. It also describes four different types of lesson study in Japan, pointing out their synergies in producing a system where local teachers “demand” knowledge for their lesson study work and lesson study provides a collaborative, practice-based venue to try out recent innovations in curriculum and instruction. Description of lesson study in Japan provides background for considering the articles of this issue, which highlight four strategies to develop lesson study outside Japan: (1) incorporation of high-quality tasks and materials; (2) attention to processes that illuminate student thinking; (3) attention to system features; and (4) models for scale-up.

1ensp; Introduction

This special issue highlights diverse cases of lesson study– lesson study conducted in different countries and with different features. What essential features make something “lesson study?” How might lesson study—in the diverse forms represented in this special issue—improve mathematics teaching and learning? The first section of this article describes the different varieties of lesson study in Japan, in order to build a theoretical model that illuminates the pathways of lesson studyrsquo;s influence on mathematics teaching and learning. The second section of the article uses the theoretical model to examine the articles of this special issue.

2ensp; Background on Lesson Study in Japan

“Lesson study” is a translation of the Japanese term “jugyou kenkyuu”(授業研究.). Jugyou means live instruction (a single lesson or many lessons); kenkyuu means research or study. Although practiced for more than a century in Japan (Isoda et al. 2007), lesson study was not described in English-language publications until the 1990s, and was originally called lesson research (Lewis and Tsuchida 1997,1998). Lesson study sparked widespread international interest when The Teaching Gaprsquo;s report of the TIMSS video study (Stigler and Hiebert 1999) credited lesson study for Japanrsquo;s “structured problem-solving” in mathematics, which intrigued so many Western observers:

When we watched a Japanese lesson, hellip; we noticed that the teacher presents a problem to the students without first demonstrating how to solve the problem. We realized that U.S. teachers almost never do thishellip; the [U.S.] teacher almost always demonstrates a procedure for solving problems before assigning them to students. (Stigler and Hiebert 1999 p. 77).

Lesson study is a general term for collaborative cycles in which educators: study curriculum content and teaching materials; plan classroom instruction; and observe, discuss and reflect on the classroom instruction, using data collected during observation to draw out implications for teaching and learning (Fujii 2013; Lewis and Hurd 2011). The left side of Fig. 1 shows one way to conceptualize the lesson study cycle, although another conceptualization in this volume (Fujii 2016) highlights goal-setting as its own phase (at the beginning of the cycle) and separates the reflection into two phases,one focused on discussion of the research lesson, and a second focused

Fig.1 Lesson study cycle and pathways of impact: a theoretical model

on broader reflection. The live lessons at the heart of the lesson study cycle are called “research lessons” because educators articulate their hypotheses about effective instruction, enact them during the research lesson, and observe and collect data on student responses to instruction.

As shown in Fig.1, the practice-based cycles that comprise lesson study improve instruction by simultaneously improving four basic inputs to instruction: teachersrsquo; knowledge; teachersrsquo; beliefs and dispositions (for example, their interest in student thinking and belief that students can learn); teacher learning community (for example, norms and routines of collaborative improvement); and curriculum (e.g., instructional tasks and support materials for teachers).

3 Settings for lesson study in Japan

Four basic types of organizations sponsor lesson study in Japan: local public and private schools; districts;university-attached laboratory schools; and professional associations (such as subject matter associations and other voluntary associations of educators). Across all these settings, lesson study shares certain commonalities, in that educators:

• study content and teaching materials and consider their long-term goals for students;
• plan a research lesson that brings to life their goals and ideas about high-quality instruction;
• carefully observe the live research lesson and record student responses to instruction;
• share, analyze and discuss the data collected during instruction; and
• interact with other educators (often including content experts from outside the school) and understand their ideas about teaching, learning and content.

However, the purpose and focus of lesson study differs somewhat across the four different settings. The remainder of this section describes the characteristics of lesson study, as practiced by schools, districts, university-attached laboratory schools, and professional associations, illuminating how they interact to produce a society-wide system of knowledge development, testing, refinement, and spread that brings together practice-based and university-based knowledge.

3.1 School-based lesson study

School-based lesson study is the most basic form of lesson study, and is nearly universal in Japanes

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