Professional learning through the collaborative design of problem-solving lessons
Professional learning through the collaborative design of problem-solving lessons
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通过协作设计解决问题的课程进行专业学习
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Colin Foster
中科院分区：
文献类型：
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作者：
G. Wake;M. Swan;Colin Foster
本文从文化-历史活动理论的视角，分析了课堂学习作为一种专业学习方式，关注数学问题解决过程的发展。特别是，我们提请注意两个活动系统，课堂系统和课堂学习系统，以及使人工制品在这两个系统中发挥作用的重要性。我们将教案概念化为一个边界对象，并用它来说明专业学习是如何通过引入精心设计的人工制品来发生的，这些人工制品利用了教师对潜在学生方法的专业知识，以及问题解决过程中进展的本质。我们确定了工具化和工具化在支持专业学习方面的作用
因为这些人工制品是在上课前准备好使用的，并且它们再次被用作课后讨论中反思的催化剂。这些人工制品被认为有效地促进了所有参与者的社会情境学习。我们的结论是，将人工制品设计为边界对象，在各自的活动系统中支持教学和专业学习，可能是合作学习成功的基础。
AbstractThis article analyses lesson study as a mode of professional learning, focused on the development of mathematical problem solving processes, using the lens of cultural-historical activity theory. In particular, we draw attention to two activity systems, the classroom system and the lesson-study system, and the importance of making artefacts instrumental in both. We conceptualise the lesson plan as a boundary object and use this to illustrate how professional learning takes place through the introduction of carefully designed artefacts that draw on teachers’ professional knowledge of potential student approaches, and to the nature of progression in problem-solving processes. We identify the roles of instrumentalisation and instrumentation in supporting professional learning
as these artefacts are prepared for use before a lesson and as they are again used as catalysts for reflection in post-lesson discussions. These artefacts are seen to effectively facilitate the socially situated learning of all participants. We conclude that the design of artefacts as boundary objects that support teaching and professional learning in their respective activity systems may be fundamental to the success of lesson study as a collaborative venture.