师范生课例研究的形态与方法  

The Form and Method about Lesson Study of Normal University Students

作　　者：步进[1] BU Jin(School of Education Science,Jiangsu Normal University,Xuzhou 221116,China)

机构地区：[1]江苏师范大学教育科学学院,江苏徐州221116

出　　处：《连云港师范高等专科学校学报》2018年第1期58-62,共5页Journal of Lianyungang Normal College

基　　金：江苏省教育厅高校哲学社会科学研究项目"基于‘关键词研究’的语文教学知识论构建"(项目编号:2015S JB407);江苏省高等教育学会高等教育科学研究"十三五"规划项目"‘互联网+’背景下师范生阅读能力调查暨测评系统开发"(项目编号:16YB075)

摘　　要：课例研究是师范生必备的一项教学研究技能,也是高校培养师范生科研能力与教学技能的一项重要课程内容。师范生课例研究具有独特的内涵、形态与方法,可以分为作为"学习目的"的课例研究、作为"学习方法"的课例研究和作为"学习成果"的课例研究三种形态。高校教师可以采取炼课行动学习、共同备课、课堂观察、课例分析四种技术方法指导师范生开展课例研究。Lesson study is an essential skill of teaching research to normal university students,also an important course content for developing their educational scientific research ability and teaching skill.Lesson study of normal university students should have the unique connotation,form and method.There are three forms of lesson study:for“learning objective”,for“learning method”and for“learning outcome”.University teachers should apply four kinds of teaching methods to guide students:the first is the action learning of multiple simulation teaching;the second is carrying out instructional design together;the third is the lesson observation;the last one is the lesson analysis.

关 键 词：师范生 课例研究 内涵 形态 方法 

分 类 号：G633.41[文化科学—教育学]