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

教师分析观的特点是教师提问的方式、儿童的特色评论、整个班级的氛围。教师作为研究人员统计了授课次数和教师的确认次数，得出的结论可能是授课次数过多。老师们明确表示，这节课的开始部分是教师讲授的部分，是他进行生活指导的部分。明确了我们是站在课堂改进的角度来看待课堂分析的，发现了师生分析观的特点，即课桌教学、教师教学、班级发展之间的模式。研究表明，这种分析方法将多种分析方法结合在一起，进行阶级分析。

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.