The Origin of Lesson Study in Japan
The Origin of Lesson Study in Japan
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日本课程学习的由来
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Naomichi Makinae
中科院分区：
文献类型：
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作者：
Naomichi Makinae
本研究旨在厘清日本课堂研究的历史与起源问题。1872年，明治政府启动了新的学校制度。在此期间，作为新小学的一种更新的教学方法，实物课被引入师范学校（师范学院）。实物课教学法基于裴斯泰洛齐理论，认为教学应该从观察实物开始，帮助学生通过直觉认识概念。这种方法使教学发生了重大变化。师范学校承担着通过培训教师、编辑出版教学手册和教材来推广新教学方法的责任。在此过程中，引入了批评课作为教师培训的一种方法。在这种方法中，师范生向班级讲授一节课，其他学生观察并讨论。为了观察和讨论，我们使用了四个批评点：问题、方法、老师和孩子。这些对今天的课程学习也很有用。实物课与批评课一起，通过教学手册、新教材、毕业教师等正规学校产品向全国传播。这种学习形式向我们展示了它的起源和原理。后来，批评课的作用从职前教师培训扩展到在职专业发展。这描述了课研是如何起源于日本的。
This study aims to clarify the history and issues in the origin of lesson study in Japan. In 1872, a new school system was started by the Meiji government. In that period, the object lesson was introduced in the normal school [teacher training college] as an updated teaching method for the new elementary schools. The object lesson method is based on Pestalozzian theory, according to which teaching should start from observation of objects that helps students recognize the concepts through their intuition. This method introduced a significant change in teaching. The normal school undertook on the responsibility of spreading the new teaching method through training teachers and also editing and publishing instruction manuals and textbooks. In the process, the criticism lesson was introduced as a teacher training method. In this method, the normal school students presented a lesson to the class and other students observed and discussed about it. For observation and discussion, four points of criticism were used: matter, method, teacher, and children. These are also useful for today's lesson study. The object lesson was spread along with the criticism lesson to the whole country through normal school products such as instruction manuals, new textbooks and the teachers who graduate. This form of lesson study shows us its origin and its principles. Later, the criticism lesson expanded its role from pre-service teacher training to in-service professional development. This describes how lesson study originated in Japan.
课程研究：日本改进教学的方法
DOI：
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发表时间：
2012
期刊：
影响因子：
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作者：
B.M. Hambly;T.Kumagai;池元有一;松村正治;岡崎友典・玉井康之;Toshiakira Fujii
通讯作者：
Toshiakira Fujii