日本的Lesson Study如何引發教師專業發展之探究

How Lesson Study Direct to Teacher's Professional Development in Japan

林國凍
Kuo-Tung Lin


所屬期刊: 第5卷第1期 「師資培育」
主編:大同大學通識教育中心講座教授
歐用生
系統編號: vol016_06
主題: 師資培育
出版年份: 2009
作者: 林國凍
作者(英文): Kuo-Tung Lin
論文名稱: 日本的Lesson Study如何引發教師專業發展之探究
論文名稱(英文): How Lesson Study Direct to Teacher's Professional Development in Japan
共同作者:
最高學歷:
校院名稱:
系所名稱:
語文別:
論文頁數: 20
中文關鍵字: lesson study;學課計畫;教師專業發展
英文關鍵字: lesson study;lesson plan;teacher's professional development
服務單位: 台北縣忠義國小
稿件字數: 17681
作者專長: 質性研究、教學
投稿日期: 2008/11/24
論文下載: pdf檔案icon
摘要(中文): 日本的lesson study是教師專業發展的實踐活動,教師們協同合作發展學課計畫、教學和觀察學課,並蒐集學生學習的相關資料,最後使用觀察結果修正學課計畫;在研究過程中,教師們能夠學得許多有效的教學實踐,其結果可以引發教師的專業發展和改善學生的學習成效。
Lesson study是日本小學教師為改進課堂的教學而進行的課程與教學的研究,其定義是「學生學習課題的研究」或是「一課的研究」,並蘊含著「研究課程或檢驗教學改善策略的意圖」。Lesson study是一種教師專業發展的型式,教師們協同合作計畫、教學觀察與反省學課,並蒐集學生的學習資料與檢驗實際的學課,以修正研究的學課計畫。此研究提供一個「教學視窗(window)」,透過此視窗讓老師們共同參與教學歷程;其程序包括設定目標、計畫學課、實際教學、修正與再教學、反省與分享結果等。
根據文獻探討的結果,Lesson study能夠引發教師專業發展的資源體系,可以從學校系統支持、教師的自我發展動機以及教師自我的核心要素等三方面來說明。
摘要(英文): In Japan, lesson study is a professional development practical in which teachers collaborate to develop a lesson plan, teach and observe the lesson to collect data on student learning. It is a process that teachers engage in to learn more about effective practices that result in promoted teacher’s development and improved learning outcomes for student.
Lesson study is a curriculum and teaching research for the teachers of elementary school in Japan to improve their teaching skills in class. Its definition is a research of learning lesson or a study of lesson which implies curriculum research or examination of teaching strategy. Les- son study is a pattern of professional development, including teacher’s collaboration to develop a lesson plan, teaching and observing the lesson to collect data on students’ learning, and using their observations to refine their lessons. It provides a vision window of teaching, and through it a teacher can share his or her teaching experience together with group teachers. The process includes setting goals, planning the lesson, teaching practice, revising and re-teaching, reflecting and sharing results and so on.
According to the results of inquiry, lesson study promotes teacher’s professional development resources, including school system's support, teacher's self-development motive, teacher's self-core elements and so on.
參考文獻: 陳美玉(2002)。教師個人知識管理與專業發展。台北:學富文化。
黃政傑(1996)。從課程的角度看教師專業發展。教師天地,83,13-17。
劉玉玲(2005)。課程發展與設計。台北:新文京開發。
簡紅珠(2006)。優質教學釋義與啟示。教育研究與發展期刊,2(2),1-17。
簡紅珠(2007)。教師專業發展與教學改善:借鏡日本小學教師的學課研究。教育研究月刊,158,130-140。
Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitoners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes(eds.), Teaching as the learning profession: Handbook of policy and practice(pp.3-32). San Franciaco: Jossey-Bass.
Byrum, J. L., Jarrell, R., & Munoz, M. (2002). The perceptions of teachers and administ-rators on the impact of the lesson study initiative.(ERIC Document Reproduction Service. No. ED467761)
Fernandez, C., Cannon, J., & Chokshi, S.(2003). A US-Japan lesson study collaboration reveals. Critical lenses for examining practice. Teaching and Teacher Education19,171-185.
Fernandez , C., & Yoshida, M.,(2004).Lesson study: A Japanese approach to improving mathematics teaching and learning. Lawrence Erlbaum Associates,Inc.
Isoda, M.,Stephens, M.,Ohara,Y. & Miyakawa, T.(2007). Japanese lesson study in mathe-matics : Its impact, diversity and potential for educational improvement. Singapore: World Scientific Publishing.
Lewis, C., & Tsuchida, I.(1997). Planned educational change in Japan: The case of element-ary Science instruction. Journal of Educational Policy,12(5),313-331.
Lewis, C.(2000). Lesson study:The core of Japanese professional development. Invited address to the Special Interest Group on research in mathematics education.American Educational Research Association Meeting,New Orleans.
Lewis, C., Perry, R., & Murata, A. (2003). Lesson study and teachers’ knowledge develop-ment: Collaborative critique of a research model and methods. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Lewis, C., Perry, R., & Murata, A.(2006). How should research contribute to instructional improvement?The case of lesson study. Educational Researcher,35(3),3-14.
Linn, M., Lewis, C., Tsuchida, I., & Songer, N. (2000). Beyond fourth-grade science: Why do U.S. and Japanese students diverge? Educational Research,29(3),4-14.
Perry, R., Lewis, C., & Akiba, M. (2002). Lesson study in the San Mateo-Foster City School District. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Petrescu, C. A.(2005). Linking teacher knowledge with student learning: A network of partnerships. Final evaluation report. Ypsilanti: Eastern Michigan University.
Roberts, M. S. & Pruitt, Z. E.(2003).School as professional learning communities: Collaborative activities and strategies for professional development.. Thousand Oaks,CA: Corwin Press,Inc.
Senge, P. M.(1991). The learning organization made plain. Training & Development (Oct.): 37-44.
Stepanek, J.;Appel, G.;Leong, M.;Mangan , M. T. & Mitchell, M.(2007). Leading lesson study: A practical guide for teachers and facilitators. Sage Publication Ltd. CA:Corwin Press,Inc.
Stigler, J.W., & Hiebert, J.(1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Free Press.
Takahahi, A., & Yoshida, M.(2004). Ideas for establishing lesson-study communities. Teaching Children Mathematics,10(9),436-443.
Yoshida, M.(1999).Lesson study : A case study of a Japanse Approach to improving instructionthrough school-based teacher development. Unpublished Doctoral Dissertation, University of Chicago.