日本授業研究的發展與佐藤學學習共同體的批判轉化

Study on the Development of Japanese Lesson Study and M. Sato's Criticism and Transformation about Learning Community

由於授業研究與學習共同體，近來在國際間與臺灣的教育改革皆常被提及，二者關係密切然鮮有清楚說明，本研究以文獻分析探究二者的關連與發展。本文在第一節前言提出研究目的，第二節探討日本授業研究的譯名定義、歷史發展與國際傳播，第三節探討日本授業研究的實施與特色。第四節探討國際間中、新、美、英四個國家發展授業研究的狀況，包括：中國大陸的個別試辦、新加坡的政府推動、美國的多元模式、以及英國重視學習弱勢的師培與線上手冊齊備等。第五節探討佐藤學教授對日本教學研究興盛、而學生學習衰亡的現象批判、以及其推動的學習共同體如何轉化授業研究，使成為對學生學習有益的教師專業文化。本文在結語中指出，臺灣目前中小學推動學習共同體的脈絡，並提出授業研究與學習共同體對十二年國教的啓示。

Recently both Taiwan and international education reforms have emphasized the close relationships between lesson study and learning community. However， such relations are rarely clearly clarified. This study explores the developments and relationships between lesson study and learning community by analyzing current research documents for this topic. First of all， the purpose of this study is mentioned in the preface， then the terminologies translated into Chinese follow. After that， definitions， historical developments， and international communications on Japanese lesson study are introduced in Section II. Section III discusses the implementation and characteristics of Japanese lesson study. The fourth part of the study is to demonstrate the development of lesson study in China， Singapore， US， and Britain. The discussion further extends the cases of the individual pilot runs in China， the government’s promotion in Singapore， the multivariate models in the United States， as well as the teacher training and online manuals for underachievement students in England. Next， an analysis on Dr. Manabu Sato’s criticism of popularity in lesson study and a decline in student learning in Japan， together with the transformation from lesson studies to learning communities in promoting teachers' professional learning culture are also discussed. A conclusion is finally drawn to show how the current development of learning community in primary and secondary schools and its revelation to the ongoing 12-year national education system in Taiwan should be promoted