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Lesson Planning in Primary School Using Lesson Study and Open Approach

机译：利用课程学习和开放式方法进行小学课程计划

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Lesson plans are generally written in a way that helps teachers to layout and run classroom activities. Many researchers have examined how teachers go about planning. This clearly shows that instructional plans play a central role in teaching and creating effective learning environments (Clark & Dunn, 1991; Reiser & Dick, 1996; Shauelson, 1983 cited in Koszalka et al., 1999). In context of school using lesson study and open approach followed conception of Inprasitha (2010), the importance of lesson study processes is collaborative lesson planning. After that the teachers who participate in lesson study group use these lesson plans in the classroom, observe and collect students’ thought and learning processes. And in planning the lessons use problems that students encounter in everyday life, so as to stimulate students to work to achieve the objective (Fernandez & Yoshida, 2004). The data were collected by video and audio recording while the target group were planning and teaching the lessons in lesson study process, then were transcribed to the protocol and analyzed by using theoretical framework of Stigler and Hiebert (1999). The research revealed that the target group discussed during the lesson planning process detailing about exact words, problem situations, materials, the anticipated solutions, students’ thoughts and responses, time used in each part of the lesson, and how to summarize the lesson. In the lesson planning, the exact words used in the problem situations were mostly mentioned. Moreover, in lesson planning, the issue of details of introduction design was discussed a lot. There were some issues which were not discussed during the teachers-included designing of the lesson plan. However, they were discussed while the teacher was using the lesson plan in class during instructional management.
机译：课程计划的编写通常可以帮助教师安排和开展课堂活动。许多研究人员研究了教师如何进行计划。这清楚地表明，教学计划在教学和创造有效的学习环境中起着中心作用（Clark＆Dunn，1991; Reiser＆Dick，1996; Shauelson，1983，Koszalka等人，1999）。在学校采用课程学习和开放式教学法并遵循Inprasitha（2010）的概念的情况下，课程学习过程的重要性是协作式课程计划。之后，参加课程学习小组的老师在教室中使用这些课程计划，观察并收集学生的思想和学习过程。在计划课程时，要利用学生在日常生活中遇到的问题，以激励学生努力实现目标（Fernandez＆Yoshida，2004）。目标群体在课程学习过程中计划和教授课程时，通过视频和音频记录收集数据，然后将其转录为协议，并使用Stigler和Hiebert（1999）的理论框架进行分析。研究表明，目标群体在课程计划过程中进行了讨论，详细讨论了确切的单词，问题情况，材料，预期的解决方案，学生的思想和反应，课程各部分所用的时间以及如何总结课程。在课程计划中，大部分提到了在问题情况下使用的确切单词。此外，在课程计划中，对引言设计的细节问题进行了很多讨论。在包括教师在内的课程计划设计过程中，有些问题没有得到讨论。但是，在教师在教学管理过程中使用课堂计划时对它们进行了讨论。

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