揭開日本學生傑出表現背後的秘密：教學研究

The Most Significant Factor Underlying Japanese Students' Academic Success: Lesson Study

黃源河(Robin Yuan-Her Hwang) ； 符碧真(Bih-Jen Fwu)

《教育科學研究期刊》 56卷4期 (2011/12) Pp. 69-97

摘要

1995年日本中小學生在國際數理競賽（Trends in International Mathematics and Science Study, TIMSS）傲人的表現，引發國際學者的好奇，紛紛探究其背後的原因。結果發現，日本教師專業發展模式－「教學研究」居功厥偉。雖然最近兩次國際數理競賽，日本學生的表現略微下滑，但其實施近百年，頗具特色的「教學研究」仍值得各國關注。本研究旨在探討日本的教學研究如何聚焦於學生學習，以增進教師專業成長。全文先介紹日本的課堂教學，其次說明其幕後推手「教學研究」，並舉出運作實例，接著進行學理分析，最後討論對我國師資培育與中小學教育的啟示。

關鍵字

社會建構主義 ； 專業發展 ； 教學研究 ； 第三次國際數理競賽 ； 學生學習

並列摘要

The outstanding performance of Japanese students in the Trends in International Mathematics and Science Study (TIMSS) in 1995 attracted significant international attention. Numerous education researchers have attempted to determine what factors or practices underlie Japanese students' success. They found that lesson study, a specialized model of teacher professional development used in Japan for over 100 years, can be credited with significant contributions to the improvement of instructional practices, resulting in excellent student performance and academic achievement. This study investigates how lesson study furthers teacher professional development and improves student learning, and examines and analyzes the underlying rationale. Finally, we present the practical implications of this investigation and analysis to inform current discussions on education and teacher professional development in Taiwan.

並列關鍵字

social constructivism ； professional development ； lesson study ； TIMSS ； student learning

參考文獻

張立民(2011)。透過 PISA 與 TIMSS 評比研究檢視西方與亞洲學生數學的相對強項。教育科學研究期刊。56(1)，67-89。

黃源河(2010)。熔合斷裂：搭起師資培育理論與實務鴻溝的橋樑。當代教育研究。18(4)，1-40。

U.S. Department of Education, National Center for Education Statistics. (1995). Third international mathematics and science study, videotape classroom study, 1994-1995. Washington, DC: Author.

Burghes, D.,Robinson, D.(2009).Lesson study: Enhancing mathematics teaching and learning.

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