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课例研究是一种幼儿园课堂行动研究,是促进教师专业成长的重要途径。本文在建构课例研究模式的基础上,从"阅读:在理论的海洋中汲取教育营养;合作:在与专家探讨中锤炼教学艺术;行动:在实践与反思中升华教育智慧"三个维度,探讨了通过课例研究促进教师专业发展的途径,在课例研究中把教育理论深入到实际情境,发挥指导实践的作用,在课例研究组教师与专家的"合作平台"上,反思已有行为与新理念的差距以及教学设计与幼儿实际获得的差距,完成理念向行为的转化。 相似文献
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正【编者按】"课例研究是一种以课例为载体,在教学行动中开展包括专业理论学习在内的教师教育模式"。具体地讲,课例研究是在专业理论引领下,同伴互助、实践反思的过程,紧紧围绕"问题"引发出新旧教学理念在研究过程中发生的碰撞和交锋,为专家与教师之间、同事之间的对话、合作、交流搭建合作的平台。在此过程中,教师是课例研究 相似文献
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校本教研是以学校为本的教学研究活动,它是促进教师专业发展的重要途径。它以教师为研究的主体,能使教师的专业发展由"自发"转向"自觉",由"个别"转向"群体"。近年来,我校在强化校本研究,引领教师专业发展方面主要采取了以下三项措施。一、在课例分析中求突破在校本教研中,我校形成了以下几种课例研究的实践模式:1.一人同课多轮。就是同一个教师连续多次上同一课,内容重复,但要求教学行为要不断改进。 相似文献
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"课例研究"是围绕课堂教学实例所展开的研究,是"教学即研究"思想的一种重要表现形式,也是一线教师改善师生教学生活、实现共同发展目标的有效途径。从研究的形式看,"课例研究"有创新设计、多重反思、分析比较和课后辩论等几种类型;从"课例"与"研究"的结合程度看,"课例研究"的文本成果有相对独立、分段相间和提炼融合等几种结构。 相似文献
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课例是教师课堂教学"轨迹"的真实反映.以课例为对象开展课例研究,是教师从事教学改革研究的重要方式,有利于促进教师的专业发展.本文简单介绍几种常见的课例研究方式,意在促进开展形式多样的课例研究.为教师专业成长搭建平台. 相似文献
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"课例研究"是近年来美国、日本在职教师的有效的实践模式,是提升教师教学专业水平的重要方式.文章基于"课例研究"的一般理解,结合具体研究的事例介绍了"课例研究"的实施,指出"课例研究"是我国中小学教师在教学实践中自主学习的重要方式和课堂教学质量提高的有效途径. 相似文献
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以课例为载体的教研活动是一种校本研修活动,它既是教师在课堂上的个体教学过程,又是教研组集体备课、集体观课、集体研讨的过程.有效的校本研修既需要教师个体的独立思考,也需要教师同伴的相互合作,更需要专家的专业引领.以"精心预设,关注细节"为主题的课例研究的实施方法,在课例研修中扎扎实实地推进群体的专业成长,具有一定的借鉴意义. 相似文献
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Lesson Study is a form of professional development where teachers collaboratively design research lessons and improve instruction using the evidence they have gathered on student learning and development. This article reports on a professional learning team’s enactment of Lesson Study in an elementary school. A methodological approach informed by Cultural-Historical Activity Theory was adopted to study teacher learning practices that provided affordances to teacher learning, practices that produced disturbances to teacher learning, and underlying systemic contradictions revealed by the disturbances. The findings suggest implications for enhancing school-based professional development through Lesson Study. 相似文献
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Mi Yeon Lee 《Asia-Pacific Journal of Teacher Education》2019,47(4):383-398
The purpose of the study was to investigate how Lesson Study influences pre-service teachers’ learning to professionally notice students’ mathematical thinking. The initial and last video-recorded discussions were analysed using a qualitative method. Findings suggest that Lesson Study can be useful means to improve pre-service teachers’ noticing expertise in reviewing and planning lessons. However, to maximise the effect of Lesson Study on developing pre-service teachers’ noticing expertise, several modifications need to be made to the Lesson Study protocol, which are discussed. 相似文献
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Journal of Mathematics Teacher Education - Lesson study has been implemented in schools around the world as a method of professional development for teachers. Lesson study consists of five steps,... 相似文献
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苑申成 《周口师范学院学报》2003,20(6):100-102
高等学校的“两课”是对大学生进行马克思主义理论教育和思想品德教育的主渠道和主阵地。“两课”教师担负着培养和提高大学生思想政治素质的重要任务。没有高素质的教师就不可能有高质量的教学效果。贯彻落实江泽民同志“思想政治素质是最重要的素质”的教育理念,就必须正确认识“两课”教育在培养“四有”人才中的地位和作用,努力提高“两课”教师的思想素质和教学水平,增强“两课”教学对学生的吸引力,以“两课”教师高尚的人格力量和优质的教学效果去培养学生对“两课”的信任。唯有如此,才能使学生真正做到“诚学之、笃信之、躬行之”。 相似文献
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The Scholarship of Teaching and Learning has become an important field of inquiry, focusing on the development of new and critical pedagogic approaches in higher education. It is a broad field leading to the emergence of a number of contrasting perspectives concerning the development of insights into teaching and learning. In this article, we explore the potential for Lesson Study to act as a framework for reflecting on and developing pedagogic practice in the university sector. Originating in Japan over a century ago, Lesson Study is a collaborative tool for analysing and developing understanding of student learning. This makes it an ideal tool for capturing and interrogating new and critical insights into teaching and learning. An outline framework is suggested for developing the use of Lesson Study in higher education and we discuss how it can form a positive methodology for extending the work of the Scholarship of Teaching and Learning. 相似文献
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在我国的"课例研究"推进中,明显存在以日本"授业研究"为标杆的倾向。本土经验或被遗弃、或被遮蔽,本土强有力的"课例研究"被自我边缘化。我国"课例研究"具有多种形态,如"课例"作为研究成果的表达形式、"课例"作为研究对象"、课例"作为所研究问题的载体、作为研修内容或研修方式的"课例研究"等。发掘、弘扬本土经验,尤其是从本土经验中提炼针对本土教育教学问题的行之有效的研究方法,具有十分重要的意义。 相似文献
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在我国的"课例研究"推进中,明显存在以日本"授业研究"为标杆的倾向。本土经验或被遗弃或被遮蔽,本土强有力的"课例研究"被自我边缘化。我国"课例研究"具有多种形态,如"课例"作为研究成果的表达形式、"课例"作为研究对象"、课例"作为所研究问题的载体、作为研修内容或研修方式的"课例研究"等。发掘、弘扬本土经验,尤其是从本土经验中提炼针对本土教育教学问题的行之有效的研究方法,具有十分重要的意义。 相似文献
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While there is abundant research reporting the impact of Lesson Study as a professional development framework for qualified teachers, its potential within initial teacher education remains relatively unexplored. We present a particular model of formal Lesson Study which has been experienced annually for a decade by Irish pre-service primary teachers. This study examines the perceived effects on learning of this Lesson Study model on a large sample of pre-service primary teachers (N?=?225) who worked in 45 different lesson study groups over a 10 year period (2008–2017). Data analysis reveals that participants’ perceptions of learning fell within two distinct themes namely ‘An awakening regarding teacher content knowledge’ and ‘Cornerstones of learner-centred practice’, each of which consisted of rich inter-connected sub-themes. As a result of engaging in Lesson Study, participants report an increased awareness of the importance of deep content knowledge in addition to adopting a learner-centred approach to their practice. Participants also believed that Lesson Study enhanced their professional knowledge and skills in the curricular area of focus (mathematics, in this case). While this study focuses on self-report data, these opinions are fundamental given research which proposes that interventions will fail if participants judge them to be ineffective. 相似文献
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研课是一种重要的教学活动,具有合作共享性、研究性、互补性、双向建构性等特性。研课在提高教学效率方面有着重要的作用,主要表现为三个方面,即发展性功能、导向性功能、反思性功能。而明确目标、组织讨论、组织观课、教师说课、集体讨论、反思则是研课的五个基本步骤。采用同课异构是研课的基本方式。 相似文献
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针对我校《发展与教育心理学》实行＂评课＂的现状及对策问题,本研究对67名大学生进行问卷调查。结果表明：绝大多数赞同评课,认为评课促进师生互动,调动学生主动参与,密切师生关系,有助于教学相长;但是,评课内容针对性不强、形式单一、时间短,大多数学生不能有效参与是评课突出的问题。为此,通过加强内容的针对性,创设多种形式,激发学生的普遍兴趣,延长评课时间,确保学生的全面参与等措施,改善并促进评课的发展。 相似文献