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。
| 课程研究× | 行动研究× | |
|---|---|---|
| 领域≠ | 田野方法 | 质性研究 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | Late 19th century Japan; international dissemination from 1999 | 1946 |
| 提出者≠ | Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert | Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury |
| 类型≠ | Collaborative practitioner inquiry / professional development research | Method |
| 开创性文献≠ | 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 | Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46. DOI ↗ |
| 别名≠ | Jugyou Kenkyuu, LS, collaborative lesson research, teaching study | Participatory Action Research, PAR, Collaborative Inquiry |
| 相关≠ | 5 | 1 |
| 摘要≠ | 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. | Action research is a collaborative research methodology in which researchers work with practitioners and community members to investigate a problem, implement change, and evaluate outcomes, cycling through reflection, action, and learning. Developed by Kurt Lewin (1946), action research bridges research and practice, aiming simultaneously to produce knowledge and practical improvement. |
| ScholarGate数据集 ↗ |
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