Applying the Lesson Study Model in Developing Teaching Capability for Young Teachers in Vietnam
Applying the Lesson Study Model in Developing Teaching Capability for Young Teachers in Vietnam
复制标题
课程学习模式在越南青年教师教学能力培养中的应用
DOI：
10.12973/eu-jer.10.4.1755
复制
发表时间：
2021
影响因子：
--
通讯作者：
Nguyen Mau
中科院分区：
文献类型：
--
作者：
Le Thi;Nguyen Thi;Nguyen Thi;Nguyen Mau
青年教师职业生涯的初始阶段对其专业能力的发展具有重要意义。这是教师开始接触实践教学的时候，实践教学比大学的理论培训更加多样化。在本研究中，作者提出了将课堂学习模式与微格课堂教学方法相结合的过程。这一过程帮助年轻教师，特别是在越南北部工作的年轻教师，按照课堂学习模式改进他们对教案的规划和实施。它有四个步骤：(1)。计划一堂课学习；(2)。组织演示教学和听课；(3)：自我评估和讨论课；(4)：申请实践教学。对越南62名青年教师进行了方法论研究，测量了影响前和影响后的结果。结果表明，研究组的教学成绩有了显著提高(备课能力由2.54分提高到3.28分，教案实施能力由2.48分提高到3.18分)。这一发展可以被认为是将课堂学习模式引入越南学校以可持续地改善教学的一次极好的经验。
The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with the micro-lesson teaching method. This process helps young teachers, especially those working in the Northern of Vietnam, improve their planning and implementation of a lesson plan following the Lesson Study model. It has four steps: (1). Plan a Lesson Study; (2). Organize demo teaching and attend lessons; (3): Self-evaluate and discuss lessons; (4): Apply for practical teaching. The methodology research is carried out on 62 young teachers in Vietnam to measure the pre-impact and post-impact results. The results reveal that the researched group has made significant progress on their teaching performances (the average points for their capability of planning lessons have increased from 2.54 to 3.28 and the average points for their capability of implementing lesson plans have increased from 2.48 to 3.18). This development can be considered as an excellent experience to bring the Lesson Study model into Vietnamese schools to improve teaching sustainably.
影响因子：
1.3
作者：
Matt Lewis
通讯作者：
Matt Lewis
课程研究：日本改进教学的方法
DOI：
--
发表时间：
2012
期刊：
影响因子：
--
作者：
B.M. Hambly;T.Kumagai;池元有一;松村正治;岡崎友典・玉井康之;Toshiakira Fujii
通讯作者：
Toshiakira Fujii