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。
| 多案例教学研究× | 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≠ | 1999–2002 (Western formalization); Japanese origins 19th century | 1946 |
| 提出者≠ | Japanese education tradition; systematized in Western research by Catherine Lewis, James Stigler, and James Hiebert | Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury |
| 类型≠ | Collaborative qualitative research design | Method |
| 开创性文献≠ | Lewis, C. C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Change. Research for Better Schools. ISBN: 978-0944536483 | Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46. DOI ↗ |
| 别名≠ | multi-site lesson study, cross-case lesson study, collaborative lesson research (multi-case), MCLS | Participatory Action Research, PAR, Collaborative Inquiry |
| 相关≠ | 6 | 1 |
| 摘要≠ | Multiple-case lesson study extends the Japanese lesson study cycle — collaborative planning, live observation, and structured debrief of a single research lesson — across two or more independent cases (schools, classrooms, or teacher teams). By replicating and comparing the cycle at multiple sites, researchers can distinguish context-specific findings from those that generalize across settings, producing richer evidence about effective instructional practices in humanities and social science domains. | 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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