A Lesson Is Like a Swiftly Flowing River: How Research Lessons Improve Japanese Education
A Lesson Is Like a Swiftly Flowing River: How Research Lessons Improve Japanese Education
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一堂课就像一条湍急的河流：研究课程如何改善日本教育
DOI：
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发表时间：
1999
期刊：
影响因子：
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通讯作者：
Ineko Tsuchida
中科院分区：
文献类型：
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作者：
C. Lewis;Ineko Tsuchida
近年来，日本小学教师成功地在他们的科学教学方法上做出了根本性的改变。他们已经从“说教式的教学”转变为“理解式的教学”，他们在授课的同时完成了这一转变，并继续履行他们通常的专业职责。他们是如何实现这一显著变化的？在我们过去三年调查这个问题的过程中，日本教师反复指出，“研究性课程”（kenkyuu jugyou）对个人、全校乃至全国教学质量的提高至关重要。
n recent years, Japanese elementary school teachers have succeeded in making a basic change in their approach to teaching science. They have shifted from ’teaching as telling’ to ’teaching for understanding’, and they accomplished this as they taught their classes and continued with their usual professional duties. How did they achieve this remarkable change? As we investigated the question over the past three years, Japanese teachers repeatedly pointed to the impact of ’research lessons’ (kenkyuu jugyou) as central to individual, schoolwide, and even national improvement of teaching.