Study of Collaborative Lesson Analysis by Teachers, Teacher-Students, and Researcher

教师分析观点的特点是教师提问的方式、儿童的特色评论、整个课堂的氛围。作为研究人员的教师计算了指示的次数和教师的确认次数，得出了可能过多的结论。教师明确表示，教师讲授的课程开始部分是他所做的生活指导部分。我们明确了以阶级改进的观点来面对阶级分析。发现了师生分析视角的特点，呈现出课桌之间的指导、教师的教学、班级发展的模式。揭示了该分析方法将多种分析方法结合在一起，致力于类分析。

The characteristic of the analysis viewpoint of teachers was a way of teachers' questions, the characteristic remark of the child, an atmosphere of the whole class. Teachers as researchers counted the number of times of instructions and the confirmation of the teacher, and it gave the conclusion that there might be too much. Teachers made clear that lesson's beginning part which teacher taught was the part which he did living guidance. We made clear that we faced class analysis in a viewpoint aiming at class improvement.We found the characteristic of the analysis viewpoint of the teacher-students which has a pattern of the instruction between the desk, the teaching of the teacher, and the class development. It was revealed that the analysis method put plural analysis methods together and worked on class analysis.