英文摘要 |
Originated from middle and elementary schools in Japan, lesson study was promoted and undertaken by a group led by Professor Bill Cerbin and his colleagues at the University of Wisconsin-La Crosse in 2003. As a school-base in-service training model, lesson study combined curriculum reform, instructional innovation and professional development. It has become a new paradigm of instructional innovation in American higher education. The aims of this study were three-fold. First of all, it was to explore the methodology of Japanese lesson study and analyze how it improved instructional practice. Secondly, it was to examine how the lesson study was applied at the university in American and analyze its process, characteristics and problems. Finally, the study pointed to a need to construct a new scholarship of teaching and learning as a reference for improving teaching and instructional research in higher education. |