學習共同體取向的授業研究：備課、觀課與議課

An Analysis of Lesson Study in Terms of School As Learning Community: Lesson Preparation, Observation, Briefing

本研究的主要目的，係描述新北市學習共同體之實驗學校實施授業研究的經驗，並從研究文獻的後設分析發現，促進臺灣教師專業成長的備課、觀課與議課制度，深受日本授業研究傳統的影響。學習共同體繼承並更新授業研究的系統，授業研究是日本教師專業成長的重要機制。這種傳統在1989年日本濱之鄉小學成立之後，有了顛覆性的轉變。這種學教翻轉的風潮，也在2012年傳入新北市。目前已經有104所以上的學校加入實驗的行列。從文獻的後設分析以及教學現場的觀察研究，我們有以下的發現：一、學習共同體的理念徹底改變授業研究的傳統，以及教師備課、觀課與議課的運作樣態；二、教師的備課、觀課與議課可以促進教師專業成長。

The purpose of this study is to describe diversity implementation in terms of school as learning community in New Taipei City. Lesson study is one of important mechanism of teachers’ professional developments in Japan. Help teachers with lesson preparation, observation and debriefing in Taiwan that were effected by tradition of Japanese lesson study. It was a turning point in 1989, Hamanogo Elementary was established it. Sato Manabu created a new approach of lesson study. School as learning community was delivered into New Taipei City in 2012, there are 104 experimental schools now. The results were from meta-analysis of dissertation and action research on campuses: (1) It has radical changing on lesson study processes in terms of school as learning community. (2) Teachers’ professional development were by operation of Lesson preparation, observation and debriefing.