方法对比

	话语分析	民族志	课程研究
领域	质性研究	质性	田野方法
方法族	Process / pipeline	Process / pipeline	Process / pipeline
起源年份	1989 (Fairclough); 1987 (Potter & Wetherell)	c. 1922 (Malinowski's Argonauts of the Western Pacific)	Late 19th century Japan; international dissemination from 1999
提出者	Norman Fairclough; Jonathan Potter and Margaret Wetherell	Bronisław Malinowski (modern ethnography); rooted in 19th-century anthropology	Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert
类型	Method	Qualitative fieldwork tradition	Collaborative practitioner inquiry / professional development research
开创性文献	Fairclough, N. (1989). Language and power. Longman.	Hammersley, M. & Atkinson, P. (2019). Ethnography: Principles in Practice (4th ed.). Routledge. ISBN: 978-1138504462	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
别名	DA, Critical Discourse Analysis, Discursive Analysis	Etnografi, participant observation, fieldwork, ethnographic research	Jugyou Kenkyuu, LS, collaborative lesson research, teaching study
相关	2	5	5
摘要	Discourse analysis is a qualitative research methodology that examines how language, communication, and power shape meaning, identity, and social reality. Developed across linguistics, sociology, and psychology (particularly by Norman Fairclough and Jonathan Potter), discourse analysis goes beyond content to analyze language use as a social practice that constitutes and reflects power relations, ideologies, and social structures.	Ethnography is a qualitative research tradition in which a researcher immerses themselves in a social group or community over an extended period — typically three to six months or longer — to study its culture, values, and behaviours in their natural setting. Originating in social and cultural anthropology, and consolidated as a rigorous method by Bronisław Malinowski in the early twentieth century, ethnography produces rich, contextualised accounts of how people live, work, and make meaning together.	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.