Руководство для учителей по реализации подхода Lesson
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- Why Lesson Study became popular in the world
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Lesson Study in Japan Lesson Study occurred at school, district and national levels when Japan established its new educational system in 19 th century. Some teachers started to discuss new teaching methods voluntarily, and started to reinforce them with actual lessons. These processes were called Lesson Study and were conveyed to all schools in Japan after that. The focus of Lesson Study is the research lesson that is similar to the open les- son in Kazakhstan. One teacher volunteers to be in charge of a research lesson and to write a lesson plan about one month before the research lesson. Then, he/she introduces his/her lesson plan in a meeting with teachers of the faculty. The teacher then rewrites the lesson plan based on the discussion with other teachers. In some cases, the cycle of meeting and rewriting is repeated several times. In other cases, the teacher asks for feedback from the principal or a supervisor of the administration office for improving the lesson plan. At the research lesson, the teacher conducts the lesson in his/her class following the lesson plan. All teachers in the faculty observe the research lesson. After the research les- son, the instructor and observers discuss the research lesson. Sometimes external advisors such as supervisors of the administration office or university professors are asked to join the discussion, and asked to give some advice to the teachers who participated in the meeting. This Lesson Study process is held once in a month. Why Lesson Study became popular in the world Now, Lesson Study has become popular in many part of the world. Until 1999, few people apart from Japanese knew lesson study. For a long time only teachers in Japan con- ducted lesson study. The significance of Lesson Study in Japan has been recognized globally. Its momen- tum can be seen in the book Teaching Gap published in 1999. The Teaching Gap is the first book which introduced lesson study all over the world. I was in that country in 2001 and found every researcher or student in graduate school that I met knew the book. It is a research analysis report on a video recording of ninth grade math 51 classes in Japan, Germany, and the US in 1995. The analysis shows that classes in Japan are centered on the students and giving them time to think. The high standard of classes in Japan is achieved by implementation of Lesson Study. This diagram shows that Japanese lessons included significantly more student-pre- sented alternative solution methods than did German or American lessons. (Stigler 1999, p69) жүктеу/скачать 2,11 Mb. Достарыңызбен бөлісу:
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