Research on facilitation of autonomous in-school lesson study of high-quality

2022 Fiscal Year Final Research Report

• Project/Area Number: 19K21748
• Research Category: Grant-in-Aid for Challenging Research (Exploratory)
• Allocation Type: Multi-year Fund
• Review Section: Medium-sized Section 9:Education and related fields
• Research Institution: National Institute for Educational Policy Research (2022); The University of Tokyo (2019-2021)
• Principal Investigator: Iikubo Shinya 国立教育政策研究所, 初等中等教育研究部, 客員研究員 (40609971)
• Co-Investigator(Kenkyū-buntansha): 白水 始 国立教育政策研究所, 初等中等教育研究部, 総括研究官 (60333168) ; 齊藤 萌木 共立女子大学, その他部局等, 専任講師 (60584323) ; 益川 弘如 聖心女子大学, 現代教養学部, 教授 (50367661)
• Project Period (FY): 2019-06-28 – 2023-03-31
• Keywords: 授業研究 / 学習科学 / 教師教育 / デザイン社会実装研究（DBIR） / 知識構成型ジグソー法

Outline of Final Research Achievements

The new course of study presents a vision for interactive, and deep learning, and calls for a lesson improvement Plan-Do-Check-Act (PDCA) cycle that focuses on the learning process of students. While lesson study, which is considered a proud tradition in Japanese schools, is expected to play a central role in improving such lessons, it has also been pointed out that it has become a mere formality. In this study, we designed a "hypothesis-testing lesson study" as a support strategy to improve the quality of lesson study at schools. We showed that this strategy has the effect of changing the perspective of lesson study (in dialogues between teachers without direct intervention by researchers) and promoting lesson study that focuses on the specific learning process of students.

Free Research Field

学習科学

Academic Significance and Societal Importance of the Research Achievements

新学習指導要領では、主体的・対話的で深い学びの実現という授業改善のビジョンが示され、子どもの学習過程に着目した授業改善PDCA(Plan-Do-Check-Act)サイクルが要請されている。我が国教育界の伝統とされる授業研究は、こうした授業改善の中核的役割を期待される一方、その形骸化、硬直化も指摘されてきた。授業研究の場のデザインを変えることで、多様な経験や背景を持つ教師たちが子どもの具体的な学習過程に焦点化した授業研究を行うことができる可能性を大規模な実践フィールドを背景に実証的に示す点に本研究の学術的、社会的意義がある。