Developing a lesson analysis method for training pre-service teachers based upon experience teachers' strategies for interpreting lessons.

如何理解课例是课堂教学中的一个重要因素，通过问卷调查，比较了在职教师和职前教师在讲课策略方面的差异。因素分析揭示了主要问题、互动、教具和教材等因素。这些因素被认为是教规解释图式的重要组成部分。研究发现，职前教师更倾向于从课文的表层来解释课程，而在职教师则更多地根据自己的教学经验和图式来理解课程。

How to interpret lesson protocols is an important element in lesson studies.A questionnaire survey was conducted to compare in-service and pre-service teachers regarding their strategies of interpreting lessons protocols.A factor analysis revealed factors such as main questions, interaction, and teaching aides and materials. These factors are considered to comprise the important part of lesson protocol interpretation schema. It was found that pre-service teachers tended tointerpret lessons at the superficial level of text, whereas in-service teachers had a"situational model"based more upon their teaching experience and schema.