The Origin and Development of Lesson Study in Japan
The Origin and Development of Lesson Study in Japan
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日本课学的起源与发展
DOI：
10.1007/978-3-030-04031-4_9
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发表时间：
2019
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
本研究旨在澄清日本课堂学习起源的历史和问题。 1872年，明治政府启动了新的学校制度。在此期间，师范学校[教师培训学院]引入了实物教学法，作为新小学的更新教学方法。实物教学法基于裴斯泰洛齐理论，根据该理论，学校教学应从观察物体开始，帮助孩子通过直觉认识概念。这种方法给教学带来了重大变化。师范学校承担着传播新教学法的责任，包括培训师资、编辑出版教学手册和教材。在此过程中，批评课作为一种教师培训方式被引入。在这种方法中，师范生向全班讲课，其他学生则观察和讨论。观察和讨论采用了四点批评：物质、方法、老师、孩子。这些对于今天的课程学习也很有用。与批判课一起，实物课方式通过教学手册、新教材、毕业教师等师范学校产品传播到全国。这种形式的课程学习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。这描述了课程学习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 approach was introduced in the normal school [teacher training college] as an updated teaching method for the new elementary schools. The object lesson approach method is based on Pestalozzian theory, according to which teaching in school should start from observation of objects that helps children recognize concepts through their intuition. This method introduced a significant change in teaching. The normal school undertook the responsibility of spreading the new teaching method through training teachers as well as 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, while other students observed and discussed 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. Along with the criticism lesson, the object lesson approach was spread to the whole country through normal school products such as instruction manuals, new textbooks, and the teachers who graduated. This form of lesson study shows us its origin and its principles. Later, the criticism lesson expanded its role from preservice teacher training to in-service professional development. This describes how lesson study originated in Japan.