How crucial incidents analysis support Chinese lesson study
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 4 November 2011
Issue publication date: 4 November 2011
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.
Keywords
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
Publisher
:Emerald Group Publishing Limited
Copyright © 2012, Emerald Group Publishing Limited