方法对比

	参与式课堂研究	教育行动研究
领域	田野方法	田野方法
方法族	Process / pipeline	Process / pipeline
起源年份	2000s–2010s (core lesson study from late 19th-century Japan)	1940s (Lewin); educational context developed 1970s–1980s
提出者	Broader participatory framing developed by Pete Dudley and collaborators, building on Japanese jugyokenkyu tradition	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
类型	Collaborative practitioner inquiry	Participatory qualitative research design
开创性文献	Dudley, P. (Ed.). (2014). Lesson Study: Professional Learning for Our Time. Routledge. ISBN: 978-0415820714	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
别名	PLS, collaborative lesson study, inclusive lesson study, community lesson study	EAR, practitioner research, teacher action research, classroom action research
相关	5	6
摘要	Participatory Lesson Study is an iterative, team-based professional development approach in which teachers — and often students, parents, or community members — jointly plan, observe, and critically reflect on live lessons to improve learning for a specific group of students. It extends the Japanese lesson study tradition by explicitly broadening participation beyond the teaching team to include diverse stakeholders, foregrounding equity, inclusion, and community perspectives in the inquiry cycle.	Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry.