How crucial incidents analysis support Chinese lesson study

Abstract

Purpose

The purpose of this paper is to describe two kinds of crucial incidents analysis that Chinese teachers employ during traditional Chinese Teaching Research Group (TRG) activities to analyze their lessons.

Design/methodology/approach

Chinese educators have engaged for several decades in Teaching Research Group (TRG) activities. The paper describes the methods they use.

Findings

The methods employed by teachers were: first, quaternary analysis of a lesson's key point, difficult point, and critical point; and second, part‐to‐whole analysis (experienced teachers' ways of discussing a lesson).

Originality/value

The authors hope that recognition of these two kinds of teaching analysis can help teachers to better understand the essence of traditional TRG activities, and to employ them more consciously during their lesson study activities.

Citation

Yang, Y. and Ricks, T.E. (2012), "How crucial incidents analysis support Chinese lesson study", International Journal for Lesson and Learning Studies, Vol. 1 No. 1, pp. 41-48. https://doi.org/10.1108/20468251211179696