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

如何解读课堂协议是课堂研究的一个重要内容。通过问卷调查，比较在职教师和职前教师对课堂协议的解读策略。因子分析揭示了主要问题、互动、教学辅助和教材等因素。这些因素被认为是课程协议解释模式的重要组成部分。研究发现，职前教师倾向于在文本的表面层次上解释课程，而在职教师则更多地基于其教学经验和图式来解释“情境模式”。

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.