Lesson Study
Lesson study (jugyou kenkyuu) is a collaborative, cyclical form of teacher professional development and practitioner inquiry that originated in Japan. A team of teachers studies the curriculum, sets a shared learning goal, jointly designs a 'research lesson,' has one member teach it while the others observe students closely, and then debriefs against the evidence to revise the lesson and their understanding of teaching. Rather than improving a single lesson, its deeper aim is to build teachers' professional knowledge through disciplined, evidence-based collective inquiry.
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方法图谱
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来源
- Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3–14. DOI: 10.3102/0013189X035003003 ↗
- 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: 9780684852744
如何引用本页
ScholarGate. (2026, June 22). Lesson Study for Collaborative Instructional Improvement. ScholarGate. https://scholargate.app/zh/education/lesson-study-method
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将本方法与其最相近的同类并置，并排研读——本馆将书籍铺陈于案上，取舍则由您定夺。
- Classroom Observation ProtocolEducation↔ 比较
- Design-Based Research田野方法↔ 比较
- Formative AssessmentEducation↔ 比较