Lesson Study: Teacher-Led Professional Development in Literacy Instruction
Lesson Study: Teacher-Led Professional Development in Literacy Instruction
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课程研究：教师主导的识字教学专业发展
DOI：
10.58680/la20054415
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发表时间：
2005
期刊：
影响因子：
--
通讯作者：
Lori Licciardo
中科院分区：
文献类型：
--
作者：
J. Hurd;Lori Licciardo
课堂学习是日本教师长期青睐的一种专业发展形式，最近在美国许多地区得到了关注。参与课程学习的教师将自己沉浸在一个教学改进的循环中，专注于计划、观察和修改“研究性课程”。这些研究性课程是实际的课堂课程，为教师提供了实施他们关于有效教学的想法的机会，因为他们学习仔细地记录学生的学习，以便评估研究性课程、学生以及他们自己对教学和学习的理解。
Lesson study is a form of professional development long favored by teachers in Japan that has recently gained attention in many parts of the United States. Teachers participating in lesson study immerse themselves in a cycle of instructional improvement focused on planning, observing, and revising “research lessons.”; These research lessons are actual classroom lessons that provide opportunities for teachers to implement their ideas about effective teaching as they learn to carefully record student learning in order to evaluate the research lessons, the students, and their own understandings about teaching and learning.