Порівняння методів
Переглядайте обрані методи поруч; рядки з відмінностями підсвічено.
| Дослідження уроку× | Аналіз навчальних програм× | |
|---|---|---|
| Галузь | Польові методи | Польові методи |
| Родина | Process / pipeline | Process / pipeline |
| Рік появи≠ | Late 19th century Japan; international dissemination from 1999 | 1949 (Tyler); 1980s–2000s (Posner's analytic framework) |
| Автор методу≠ | Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert | George J. Posner (systematic framework); Ralph Tyler (foundational rationale) |
| Тип≠ | Collaborative practitioner inquiry / professional development research | Qualitative / mixed document analysis |
| Основоположне джерело≠ | Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. Free Press. ISBN: 978-0684852744 | Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899 |
| Інші назви | Jugyou Kenkyuu, LS, collaborative lesson research, teaching study | curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal |
| Пов'язані≠ | 5 | 6 |
| Підсумок≠ | Lesson study is a structured, cyclical form of professional development and educational research in which a team of teachers collaboratively plans a single 'research lesson,' observes it live in a classroom, analyzes student learning in detail, revises the lesson, and shares findings with the broader teaching community. Originating in Japanese elementary schools and brought to international attention by Stigler and Hiebert's 1999 comparative study, it has become one of the most widely adopted teacher-led inquiry methods worldwide. | Curriculum analysis is a systematic research method for examining the content, structure, goals, and underlying assumptions of educational curricula — including written syllabi, textbooks, lesson plans, and policy documents. By mapping what is taught, how it is sequenced, and what values are embedded, researchers and educators can evaluate alignment with learning objectives, identify gaps or biases, and guide curriculum reform across all levels of education. |
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