Challenges to Importing Japanese Lesson Study: Concerns, Misconceptions, and Nuances
Challenges to Importing Japanese Lesson Study: Concerns, Misconceptions, and Nuances
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导入日语课程研究的挑战：担忧、误解和细微差别
DOI：
10.1177/003172170408500710
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发表时间：
2004
期刊：
影响因子：
--
通讯作者：
C. Fernandez
中科院分区：
文献类型：
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作者：
Sonal Chokshi;C. Fernandez
课堂研究对美国的教师来说不再是“陌生”的，他们自己也越来越多地采用这种做法。但是，乔克希和费尔南德斯发现，他们可能缺乏细致入微的理解，而这种理解是以预期的方式使用课程研究所必需的。最近，在美国，课程研究小组迅速扩散。1由于在美国很少有关于课程研究的深入知识，这些团体中的一些人可能对日本的这种做法没有完全了解。有些人可能会关注课程研究过程的结构方面，或者可能会模仿其表面特征，而忽略了它们的基本原理。2我们在这里的目的是通过确定美国课程研究实践者在学习过程的不同“发展阶段”可能遇到的三类挑战来澄清课程研究过程背后的一些指导原则。我们希望帮助课程研究从业者专注于核心原则，更连贯地定义他们的课程研究工作的目的，这样他们就可以超越程序方面，走向更丰富，更可持续的实践。开展课程研究的挑战：常见问题和假设在本节中，我们描述了一些人在第一次遇到课程研究时所感知到的文化和后勤障碍。通过解决这些问题和错误的假设，我们希望为进行课程研究提供一个理由和理由，这样感兴趣的人就可以超越讨论障碍，真正参与这个过程。1.课例研究是一种来自外国的外来概念，在美国是不可能的。虽然课例研究的正式过程在日本得到了发展和普及，但它并没有什么“外来”的东西。课例研究不仅具有美国教育工作者所推荐的许多特点，而且还将它们组织成一个连贯和系统的过程。具体来说，课程研究是教师指导的，因为教师决定如何探索他们选择的目标，并通过实践的检查解决学生的需求。这种对实践的考察是具体的，因为课程学习过程的主要活动都嵌入了日常课堂的现实中。课程研究本质上也是合作的，因为教师们为了一个共同的目标而合作，并借鉴彼此的经验和专业知识。最后，持续的课程研究工作可以帮助教师建立一个共享的专业知识体系。美国教师将无法找到时间进行课程研究。虽然课程研究是耗时的，它也可以是非常有益的，所以找到时间，它不是不可能的，一旦教师作出了承诺的做法。根据我们最近进行的一项调查，大多数美国课程研究小组每周至少开会一次，其中大多数甚至在上学期间抽出时间开会。4然而，进行课程研究的时间总是有限的，因此我们建议美国从业者使用特定的策略，以最大限度地利用他们的可用时间。例如，通过为小组成员分配角色，事先分发材料以获得反馈等，可以更有效地运行课程研究会议。5管理员还可以在支持课程研究方面发挥重要作用，特别是在日程安排、获得替代覆盖面和分配资金方面。一些管理人员找到了创造性的方法来最大限度地利用现有资源。如果没有证据表明课堂学习能提高学生的成绩，我们就不能向别人证明课堂学习是正当的。对课程研究不允许实践者测量和交流他们对学生表现的发现的担忧与美国文化对快速结果的渴望密切相关（沿着教育政策压力，这些压力侧重于通过标准化成绩测试分数进行测量）。…
Lesson study is no longer "foreign" to teachers in the U.S., who are increasingly adopting the practice themselves. But, Ms. Chokshi and Ms. Fernandez are finding, they may lack the nuanced understanding that is necessary to use lesson study in the way that it was intended. RECENTLY, there has been a rapid proliferation of lesson study groups in the United States.1 Since deep knowledge about lesson study is rare in the U.S., it is likely that some of these groups have an incomplete understanding of this Japanese practice. Some may focus on structural aspects of the process of lesson study or may mimic its superficial features, while ignoring the underlying rationale for them.2 Our purpose here is to clarify some of the guiding principles behind the process of lesson study by identifying three categories of challenges that U.S. practitioners of lesson study may encounter at different "developmental stages" in their learning about the process. We wish to help lesson study practitioners focus on core principles and more coherently define the purpose of their lesson study work, so that they can move beyond its procedural aspects toward richer, more sustainable practice. Challenges to Launching Lesson Study: Common Concerns and Assumptions In this section, we describe cultural and logistical roadblocks that some individuals perceive when they first encounter lesson study. By addressing these concerns and false assumptions here, we hope to offer both a justification and a rationale for doing lesson study, so that interested individuals can move beyond discussing obstacles and toward actually engaging in the process. 1. Lesson study is an exotic idea from a foreign country, so it can't be done in the U.S. Even though the formal process for lesson study was developed and popularized in Japan, there is nothing "exotic" about it. Lesson study not only possesses many of the features that are recommended by U.S. educators, it also organizes them into a coherent and systematic process. Specifically, lesson study is teacher-directed, since teachers determine how to explore their chosen goals and address student needs through their examination of practice. This examination of practice is concrete, because the main activities of the lesson study process are embedded in the realities of the everyday classroom. Lesson study is also inherently collaborative, since teachers work together with a common purpose and draw from one another's experience and expertise. Finally, sustained lesson study work can help teachers build a shared body of professional knowledge.3 2. U.S. teachers will not be able to find time for doing lesson study. Although lesson study is time-consuming, it can also be highly rewarding, so finding time for it is not impossible once teachers have made a commitment to the practice. According to a survey we recently conducted, a majority of U.S. lesson study groups met at least once a week, and most of these groups even found time to meet during the school day.4 However, time for conducting lesson study will always be limited, so we advise U.S. practitioners to use specific strategies in order to maximize their available time. For example, lesson study meetings can be run more efficiently by assigning roles to group members, distributing materials for feedback beforehand, and so on.5 Administrators can also play a significant role in supporting lesson study, especially with regard to scheduling, obtaining substitute coverage, and allocating funds. Some administrators have found creative ways to maximize their existing resources.6 3. We can't justify lesson study to others without proof that it improves student performance. The concern that lesson study will not allow practitioners to measure and communicate their findings about student performance is closely linked to the U.S. cultural desire for quick results (along with education policy pressures that focus on measurement by means of standardized achievement test scores). …