Developing a science of teaching through lesson study
Developing a science of teaching through lesson study
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通过课程研究发展教学科学
DOI：
10.1108/20468251211224163
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发表时间：
2012
影响因子：
1.3
通讯作者：
J. Elliott
中科院分区：
文献类型：
--
作者：
J. Elliott
目的——本文的目的是探索课程研究对于以约翰·杜威的教学学习“实验室模式”为形式的教学科学的发展的潜力。设计/方法论/途径——前面的部分将“实验室”与学习教学的“学徒制”和“理性主义”模式进行了比较，它们分别强调实践和理论的首要地位。勾勒出“实验室模式”所体现的理论与实践的统一，将教师理论认识的发展与实践的发展联系起来。教育学和教学之间存在区别。后面的部分探讨了课程研究发展为以教师为基础的教学科学的潜力，特别是在变异理论的指导下。本文最后提出了将不同的学习理论整合到学习研究中的方法，并指出了特定研究可以为系统构建做出贡献的方法......
Purpose – The purpose of this paper is to explore the potential of lesson study for the development of a science of teaching cast in the form of John Dewey's “laboratory model” of learning to teach.Design/methodology/approach – The early sections compare the “laboratory” with the “apprenticeship” and “rationalist” models of learning to teach, which emphasise the primacy of practice and theory respectively. The unity of theory and practice embodied in the “laboratory model” is outlined, linking the development of teachers’ theoretical understanding with the development of their practice. A distinction between pedagogy and teaching is drawn. The later sections examine the potential of lesson study to develop as a teachers’ based pedagogical science, particularly when informed by variation theory. The paper concludes by suggesting ways in which different theories of learning can be integrated into learning study, and points to ways in which particular studies can contribute to the systematic construction of ...