How crucial incidents analysis support Chinese lesson study

• Published in: International journal for lesson and learning studies Vol. 1; no. 1; pp. 41 - 48
• Main Authors: Yang, Yudong, Ricks, Thomas E
• Format: Journal Article
• Language: English
• Published: Bingley Emerald Group Publishing Limited 01.01.2012
• Subjects: Beginning Teachers; Chinese culture; Collaboration; Design; Education; Educational Change; Educational philosophy; Japanese language; Knowledge; Learning; Lesson Plans; Mathematics; Pedagogy; Quality of education; Schools; Students; Teaching; Teaching Methods; China; Key point; China; Curriculum development; Quaternary analysis; Part‐to‐whole analysis; Mathematics; Critical point; Professional development; Difficult point; Crucial incidents; Teaching
• ISSN: 2046-8253; 2046-8261
• DOI: 10.1108/20468251211179696

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.