Teacher Learning in Lesson Study
Teacher Learning in Lesson Study
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教师在课堂学习中学习
DOI：
10.54870/1551-3440.1281
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Kelli Wasserman
中科院分区：
文献类型：
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作者：
Jennifer M. Lewis;D. Fischman;I. Riggs;Kelli Wasserman
翻译后摘要：本文记录了教师学习，通过参与课程研究，一种形式的专业发展，起源于日本，目前在美国广泛实行。具体而言，本文展示了三个不同的课程研究小组中的教师如何1）扩展他们的数学内容知识，2）更善于引发和分析学生的思维，3）变得更好奇的数学和学生的思维，4）强调学生的自主解决问题，5）越来越多地使用多种表征解决数学问题。这些结果在三个课程研究团队中是共同的，尽管团队的组成，领导和内容焦点之间存在显著差异。关键词：专业发展;教师学习;数学教育;课程研究;在这篇文章中，我们报告了一些成果的教训研究的一部分，专业发展的努力，以改善数学教学和学习在一个大的，郊区，多样化的小学和中学学区。在课堂研究中，一组教师从实践中找出一个他们希望在教学中取得进步的问题。经过几个月到一年的时间，教师研究这个主题以及学生对它的看法，并计划一节课来解决这个问题。他们在这个过程中根据需要引进其他专业人员。然后，小组中的一名成员授课，而其他成员观察并记录学生在课堂上的行动和反应。小组随后反思课程的设计和教学，学生学习的结果，以及对学生学习的影响。这个循环重复着，随着时间的推移，教师的数学内容知识和他们共同的教学观同时建立起来（刘易斯，2002年a;刘易斯，佩里和村田，2006年;本文记录了三个校本教研小组在发展教师数学学科知识、教学技能、通过专业发展活动的结合，强调通过学习经验教训过程中发生的学习和领导能力。“Noether”项目是一个由国家科学基金会资助的数学和科学合作项目，涉及来自16所学校的60名教师（团队规模从4到14人不等，有些团队从多个地点吸引教师），他们以多种形式学习数学和教育学。每年，教师参加为期两周的暑期密集研究所，学年每月研讨会，自我促进每月协作时间和课程研究。所有团队在学年中进行为期十天的课程学习。该计划开始时有45名教师参与，后来扩大到60名。该地区是一个高需求区，89%的学生有资格获得免费和减少午餐。88%的学生是西班牙裔，有大量的英语学习者（51%），主要是讲西班牙语，许多家长的学术背景有限。在每个中学，最多只有一两名教师有数学证书，可以教授代数或单科数学。诺特项目的行动理论是，参与课堂研究的教师将越来越了解数学，并更善于教授数学，这种扩大的教师学习将导致学生学习的改善。这种预期改进的逻辑遵循最近的研究（达德利，2012年），表明进行课程研究的学校显示，相对于可比学校，学生的数学学习水平更高。我们所说的“扩大的教师学习”，是指教师增加的内容知识，对数学技能和帮助儿童学习数学的能力的信心，以及不断增长的数学教学专业知识。…
Abstract:This article documents teacher learning through participation in lesson study, a form of professional development that originated in Japan and is currently practiced widely in the US. Specifically, the paper shows how teachers in three different lesson study teams 1) expanded their mathematical content knowledge, 2) grew more skillful at eliciting and analyzing student thinking, 3) became more curious about mathematics and about student thinking, 4) emphasized students' autonomous problem-solving, and 5) increasingly used multiple representations for solving mathematics problems. These outcomes were common across three lesson study teams, despite significant differences among the teams' composition, leadership, and content foci.Keywords: Professional development; Teacher learning; Mathematics education; Lesson study; Mathematics instructionIn this article we report on some outcomes of lesson study as part of a professional development effort to improve mathematics teaching and learning in a large, exurban, diverse elementary and middle school district. In lesson study, a group of teachers identifies a problem from practice on which they would like to make progress in their teaching. Over an extended period of time-several months to a year-the teachers study the topic as well as students' perceptions of it, and plan a lesson to address this topic. They bring in other professionals as needed during this process. One member of the group then teaches the lesson while the others observe and record student actions and reactions during the lesson. The group reflects afterwards on the design and teaching of the lesson, its outcomes for student learning, and implications for student learning more generally. The cycle repeats, building teachers' mathematical content knowledge and their shared views of pedagogy simultaneously and over time (Lewis, 2002a; Lewis, Perry & Murata, 2006; Stigler & Hiebert, 1999).This article documents4 the experience of three school-based lesson study teams of teachers in their efforts to address the development of teachers' mathematical content knowledge, pedagogical skill, and leadership capacity through a combination of professional development activities, with an emphasis on the learning that occurs through the lesson study process. The "Noether" Project,5 an NSF-funded Math and Science Partnership program, involves 60 teachers from 16 schools (with teams varying in size from four to fourteen, and some teams drawing teachers from multiple sites] who study mathematics and pedagogy in multiple formats. Each year, teachers participate in an intensive two-week summer institute, academic year monthly seminars, self-facilitated monthly collaboration time, and lesson study. All teams meet for ten full days of lesson study during the academic year. The program began with 45 participating teachers and subsequently expanded to include 60. The district is a high needs district with 89% of students eligible for free and reduced lunch. 88% of students are Hispanic, with large numbers of English learners (51%), primarily Spanish-speaking, and many parents have limited academic backgrounds. In each middle school at most one or two teachers have a math credential that qualifies them to teach algebra or single subject mathematics.The theory of action in the Noether Project is that teachers who participate in lesson study will become increasingly knowledgeable in mathematics and more skillful in teaching mathematics, and this expanded teacher learning will lead to improved student learning. This logic of expected improvement follows recent research (Dudley, 2012) indicating that schools where lesson study is conducted show higher levels of student learning in mathematics relative to comparable schools. By "expanded teacher learning," we mean teachers' increased content knowledge, confidence in mathematical skills and abilities to help children learn mathematics, and a growing expertise in teaching mathematics. …