方法对比

	参与式课堂研究	参与式行动研究 (PAR)
领域	田野方法	质性
方法族	Process / pipeline	Process / pipeline
起源年份	2000s–2010s (core lesson study from late 19th-century Japan)	1940s (Lewin); PAR as distinct tradition formalised ~1970s–1980s
提出者	Broader participatory framing developed by Pete Dudley and collaborators, building on Japanese jugyokenkyu tradition	Kurt Lewin (action research foundations, 1940s); systematised for participatory contexts by Orlando Fals Borda, Paulo Freire, and William Foote Whyte
类型	Collaborative practitioner inquiry	Qualitative research method
开创性文献	Dudley, P. (Ed.). (2014). Lesson Study: Professional Learning for Our Time. Routledge. ISBN: 978-0415820714	Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer.
别名	PLS, collaborative lesson study, inclusive lesson study, community lesson study	PAR, community-based participatory research, collaborative action research, participatory inquiry
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.	Participatory Action Research (PAR) is a qualitative, community-centred methodology in which researchers and community members collaborate as co-investigators to identify a shared problem, take deliberate action, observe outcomes, and reflect critically on results — cycling iteratively until meaningful change is achieved. Unlike conventional research that studies people from the outside, PAR treats participants as active agents who co-own the research process, the knowledge produced, and the practical interventions that follow.