課例研究的緣起和流變：回顧與前瞻

如何促進有效的教學是世界各地教育系統長期關注的問題。開展對課堂教學的研究，尤其是有系統地進行課例分析則是近三十年才在世界範圍內興起的。本文回顧和分析了課例研究的緣起以及它在不同文化和地區中傳播、本土化的過程。研究發現，課例研究在日本學校中已經超過一個世紀，之後逐步主題化、模式化和制度化。20世紀90年代初，隨著學生數學學業成就國際比較的開展，課例研究受到廣泛關注並被移植到其他地區。在借鑒外來理論框架和本土化的過程中，不同地區有著各自的著眼點和目標。課例研究作為教師專業發展的一種常態，需要在研究方法上考慮與一般教學理論的深入融合，在研究目的上從改進教師課堂教學轉變為將教學經驗理論化，在研究成效上要能促進學生的深度學習和協助教師持續的專業發展。
How to enhance effective teaching is a long-term concern for education systems around the world. The research on classroom teaching, especially the systematic lesson studies, has arisen in the world in the past 30 years. This paper reviews and analyzes the origins of lesson study and its dissemination and localization in different cultures and regions. It is found that lesson study originated in Japan for more than a century and gradually became thematic, patterned, and institutionalized. In the early 1990s, with the development of international comparison of students’ academic achievements in mathematics, teacher-involved lesson study was widely concerned and transplanted. In the process of learning from foreign theoretical frameworks and developing localized teaching theories, we shall notice that different regions had their perspectives and objectives. Considering lesson study as a common state of teacher professional development, we need to emphasize the integration with classical teaching theories, and the transformation from improving teachers’ classroom teaching to theorizing teaching experience. We also need to assist teachers in continuing professional development and promote students’ deep learning. Copyright © 2020 華東師範大學.