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首页> 外文期刊>Journal of Mathematics Teacher Education >Improving mathematics instruction through lesson study: a theoretical model and North American case
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Improving mathematics instruction through lesson study: a theoretical model and North American case

机译：通过课程学习改善数学教学：理论模型和北美案例

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This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan. The theoretical model includes four lesson study features (investigation, planning, research lesson, and reflection) and three pathways through which lesson study improves instruction: changes in teachers’ knowledge and beliefs; changes in professional community; and changes in teaching–learning resources. The model thus suggests that development of teachers’ knowledge and professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The theoretical model is used to examine the “auditable trail” of data from a North American lesson study case, yielding evidence that the lesson study work affected each of the three pathways. We argue that the case provides an “existence proof” of the potential effectiveness of lesson study outside Japan. Limitations of the case are discussed, including (1) the nature of data available from the “auditable trail” and (2) generalizability to other lesson study efforts.
机译：本文介绍了课程学习的理论模型，这是一种起源于日本的教学改进方法。该理论模型包括四个课程学习特征（调查，计划，研究课程和反思）以及三个可以改善课程教学效果的途径：教师知识和信念的变化；职业社区的变化；以及教学资源的变化。因此，该模型表明，教师知识和专业社区的发展（不仅仅是改进的课程计划）是课程学习中的教学改进机制。理论模型用于检查来自北美课程研究案例的数据的“可审计线索”，从而得出证据表明课程研究工作影响了这三个途径中的每一个。我们认为，该案例为日本以外的课程学习的潜在有效性提供了“存在证据”。讨论了该案例的局限性，包括（1）“可审计线索”中可用数据的性质，以及（2）对其他课程学习工作的概括。

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