方法对比
并排查看您选择的方法；存在差异的行会高亮显示。
| 话语分析× | 课程研究× | |
|---|---|---|
| 领域≠ | 质性研究 | 田野方法 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 1989 (Fairclough); 1987 (Potter & Wetherell) | Late 19th century Japan; international dissemination from 1999 |
| 提出者≠ | Norman Fairclough; Jonathan Potter and Margaret Wetherell | Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert |
| 类型≠ | Method | Collaborative practitioner inquiry / professional development research |
| 开创性文献≠ | Fairclough, N. (1989). Language and power. Longman. link ↗ | 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 | Jugyou Kenkyuu, LS, collaborative lesson research, teaching study |
| 相关≠ | 2 | 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. | 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. |
| ScholarGate数据集 ↗ |
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