Mathematics Education Lesson Study in Japan from Historical, Community, Institutional, and Development Assistance Perspectives.
Mathematics Education Lesson Study in Japan from Historical, Community, Institutional, and Development Assistance Perspectives.
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从历史、社区、制度和发展援助角度研究日本数学教育课程。
DOI：
10.1007/978-3-319-75696-7_2
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Baba,T.,Ueda,A,Ninomiya,H.,Hino,K.
中科院分区：
文献类型：
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作者：
Yusuke Shinno;Takeshi Miyakawa;Tatsuya Mizoguchi;Hiroaki Hamanaka and Susumu Kunimune;岡田努;Baba,T.,Ueda,A,Ninomiya,H.,Hino,K.
日本数学教育的特点是结构化的问题解决（Stigler和Hiebert在The teaching gap. Free Press，纽约，1999年）。一组教师共同开发课程的课程研究，进一步完善它。在过去的一百年里，这种学习机会已经传播到教育系统的各个层面，形成了课程学习实践， 成为我们教育文化的一部分。本章从历史、社区和制度等三个角度探讨了日本数学教育所培育的文化。这些观点进行了讨论的基础上主教在数学文化化：数学教育的文化视角。Kluwer，多尔德雷赫特。除此之外，还从发展援助的角度对日本与发展中国家的发展援助进行了比较。
Japanese mathematics education is characterized by structured problem solving (Stigler and Hiebert in The teaching gap. Free Press, New York, 1999). Lesson study, where a group of teachers develops a lesson together, refines it furthermore. This learning opportunity has spread to various levels of the educational system during the last one hundred years, forming the lesson study practice and of today and becoming a part of our educational culture. This chapter addresses the culture, which Japanese mathematics education has nurtured from three perspectives such as history, community, and institution. These perspectives are discussed with a basis on Bishop in Mathematical enculturation: A cultural perspective on mathematics education. Kluwer, Dordrecht (1989). Besides these, a fourth perspective, developmental assistance, is also employed to compare the perspectives of Japan with those of developing countries.