Lesson Study Comes of Age in North America
Lesson Study Comes of Age in North America
复制标题
课程研究在北美成熟
DOI：
10.1177/003172170608800406
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Mary Pat O'Connell
中科院分区：
文献类型：
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作者：
C. Lewis;Rebecca Perry;J. Hurd;Mary Pat O'Connell
课程研究是日本教师专业发展的主要形式，自1999年以来在美国迅速普及。作者讨论了加州圣马特奥-福斯特市学区高地小学课程学习的发展和成功，并确定了扩大规模所需的条件。**********在课程研究中，教师协作计划、观察和分析实际课堂课程，为特定课程的设计和更广泛的教与学提供启示。长期以来，课程研究一直是日本专业发展的主要形式，自1999年以来，课程研究在美国迅速普及。Kappan之前的文章赞扬了课堂研究改善教学的潜力，但质疑它是否会成为一种短暂的时尚。(1)自2000年以来，我们一直关注高地小学（Highlands Elementary School）课堂研究的发展，这是美国首批采用这种做法的学校之一。高地学校在美国西部的一个城市/郊区为400多名K-5学生提供服务，它提供了一个“存在证明”，即美国教师可以利用课程研究来改善教学，同时也为其成功所需的条件提供了一个窗口。20世纪90年代末，作为圣马特奥-福斯特市（SMFC）学区一组学校的教学改进协调员，玛丽·帕特·奥康奈尔（Mary Pat O'Connell）一直在寻找一种专业发展模式，以支持持续的、教师主导的课堂教学改进。《教学差距》（The Teaching Gap）一书中所描述的课程研究，似乎符合奥康奈尔和他的同事杰基·赫德（Jackie Hurd，他在高地地区做兼职教师，在地区做兼职数学教练）提出的标准。赫德回忆说，在阅读了有关课程研究的内容后，她“确信我们想要进行课程研究”。怎么做就不那么清楚了。”最初，奥康奈尔和赫德与其他地区的数学教练合作，奥康奈尔写了一封公开信，邀请地区的老师尝试课程研究。最初的26名志愿者包括另外3名高地教师。在学区为代课教师提供资金和课后工作津贴的情况下，高地小组在2000-01学年进行了两次课程研究，并于2001年春季向高地教师介绍了研究结果。几乎所有高地中学的教师都决定在第二年秋天开始进行课程研究，剩下的教师也在第二年加入了研究。从那时起，课程研究就一直在继续，现在已经是第六年了。课程学习小组通常包括来自相同或相邻年级的三到六名教师。他们每年进行两个周期的课程研究，并定期与全体教员分享他们所学到的知识。教师选择一个全校范围的研究主题（例如，减少成绩差距），为课程研究小组的工作提供一个共同的焦点。每节课的学习周期包括对相关背景材料的研究，一个小组成员教授“研究性课程”的协作计划，而其他人则观察和收集学生的数据，以及课后讨论，教师在其中分享信息并讨论影响。现在，高地学院的所有教职员工都参与其中，而那些最初不愿参与的人也成为了积极的参与者。目前在该校任教的22名教师中，有14名教授研究性课程，6名在校外做过课程研究报告。高地的老师们也主动将课程学习从数学扩展到语言艺术、社会研究和科学。玛丽·帕特·奥康奈尔于2001年10月成为高地中学的校长，她通过减少教师会议的次数和以其他方式处理日常的教师事务，每个月提供两个小时的上课时间来学习课程。…
Lesson study, the dominant form of professional development for teachers in Japan, has spread rapidly in the U.S. since 1999. The authors discuss the growth and success of lesson study at Highlands Elementary School in California's San Mateo-Foster City School District and identify conditions needed for scale-up. ********** IN LESSON study, teachers collaboratively plan, observe, and analyze actual classroom lessons, drawing out implications both for the design of specific lessons and for teaching and learning more broadly. Long the dominant form of professional development in Japan, lesson study has spread rapidly in the United States since 1999. Previous Kappan articles have praised lesson study's potential for improving instruction but questioned whether it might become one more short-lived fad. (1) Since 2000, we have followed the development of lesson study at Highlands Elementary School, one of the first U.S. schools to adopt the practice. Serving just over 400 K-5 students in an urban/suburban district in the western U.S., Highlands School provides both an "existence proof " that U.S. teachers can use lesson study to improve instruction and a window into the conditions needed for its success. (2) HISTORY OF LESSON STUDY AT HIGHLANDS SCHOOL As instructional improvement coordinator for a cluster of schools in San Mateo-Foster City (SMFC) School District in the late 1990s, Mary Pat O'Connell was looking for a professional development model that would support sustained, teacher-led improvement of classroom instruction. Lesson study, as described in The Teaching Gap, (3) seemed to fit the criteria that O'Connell and colleague Jackie Hurd (a half-time Highlands teacher and half-time district mathematics coach) had laid out. After reading about lesson study, Hurd recalls, she felt "certain we wanted to do lesson study. How to do it was much less clear." Initially, O'Connell and Hurd teamed up with other district mathematics coaches, and O'Connell wrote an open letter inviting district teachers to try out lesson study. (4) The initial 26 volunteers included three other Highlands teachers. With funding for substitutes and stipends for after-school work provided by the district, the Highlands group conducted two lesson study cycles during the 2000-01 school year and presented the results to the Highlands faculty in the spring of 2001. (5) Nearly all of the Highlands faculty decided to begin lesson study the following fall, and the remaining faculty joined the next year. Lesson study has continued ever since at Highlands and is now in its sixth year. Lesson study groups typically include three to six teachers from the same or adjacent grade levels. They conduct two cycles of lesson study per year and share what they learn with the entire faculty at regular intervals. The faculty selects a school-wide research theme (e.g., reduction of the achievement gap) that provides a common focus for the work of the lesson study groups. Each lesson study cycle consists of study of relevant background materials, collaborative planning of a "research lesson" that is taught by one team member while others observe and collect data on students, and a post-lesson discussion in which teachers share information and discuss implications. All members of the Highlands faculty now participate, and those who were initially reluctant have become active participants. Of 22 teachers currently teaching at the school, 14 have taught research lessons, and six have made presentations about lesson study outside the school. Highlands teachers have also taken the initiative to expand lesson study from mathematics to language arts, social studies, and science. Mary Pat O'Connell became principal of Highlands in October 2001, and she has provided two hours per month within the school day for lesson study, by reducing the number of faculty meetings and handling routine faculty business in other ways. …