間， D., & Robinson,D. (2009). L自'Son Sf'峙':Enhancing mathematics I田chingand learning.
Retrieved August 18,2010,from hllp:l/www.ciml.plymouth.ac.ukIpapersllessonstudy.pdf i,1.(2飢沁I). Mathematical 血血恆ng involved in US and Chinese students' solvingpr個::ess-co由缸祖ned
and process-open problems. Mathematical Thinking and Learning: An International Journal, 2(4),309-340.
l間n， H. S. (2008). Suup Punsuke Pangbub Gwa Siljae[Lesson analysis: Method and practice].
Seoul,South Korea: Hackji.
Ib,P.,& Yackel,E. (1996).Cons個ctivist，emergent.and sociocultural perspectives in the context of developmental research.EducationalPsycholog凶'， 31(4)， 175-190.
ing-H缸nmond， L. (2003). Teacher learning that supports studentlearning. In A. Ornstein,L. S.
Behar-Horenstein,& E. P句ak(Eds.),Contemporary issue in curriculum(pp. 277-282). B個個n，
MA: Pearson Education.
Fan, L., & Zt恤， Y. (2∞4). How have Chine甜甜甜甜Is performed 組 rna帥matics? A perspective from large﹒阻aleinternationalmatherr區區圓圓班時圓扭曲s.1nL. Fill,N. Y. Wong,J. C缸， &S. Li
(恤.)， How Chinese learnma的'emati曰: Persp甜甜晒戶啞Imlns融rs(pp. 3-26).RiverEdge,NJ:
World Scientific.
Fernandes，仁，& Yoshida,M.(2∞9).Lessonsll物:A10句_eopprot:l£h toimp閉lingmathematics teaching and learning. New York:Routledge.
Fie間， S.C. (1998). S開al studi間，trivialconstrue制咽，圓圓臨酬，世間。f 甜cialknowledge. In M Larochelle, N. Bedn帥， & J. Garrison (Eds.), Co間true爪'ism and education (pp. 156-172).
Cambridge,UK: Cambridge Universitypre揖
G帥， X. (2航>6). Education refonn and 阻h∞I-based les甜且如你iDgin China. In M. Matob
a,
K Krawford,& M. R. SarkarArani 但也.)，Lessonsll呦': In/ern<帥，回，Iperspective on policy and practice(pp. 108-132).Beijin皂，China:Educational SciencePublishing House.Ge嗯凹，J. K. (1995). Social construction and theedu個世onaipr回祖s.InM. Lar田 helle ，N.Bedna間，
& J. Garrison(Eds.),Constructivism and education(pp. 156戶口2). Cambridge,UK: Cambridge University Press
Inprasi恤， M.， Is叫a， M.,Yeop,B. H.,& Wang-Iverson,P.(E也). (2∞9). Lessonstu砂 Challenges
in mathematics education. Singapore: World Scientific.
I曲也，紙， Stephens，M.,Oh
ara,
Y.,&Miyakawa,
T.(2倒的.10得_ele.呵。'ns甜砂 inmathematics:Its impact,diversity andp。但ntialfor缸iucationalimprm穆嘲酬t.Singapore: World Scientific.
Lee
,
J. F. K. (2008). A Hong Kong case of lesson study-Benefits and ∞n間ms. Teaching and Teacher Education,24(5),1115-1124.Lewis
,
C.(2ω9).What is the na恥re ofknowl叫gedevelopment in lesson study?E，品，帥tionalActionReseo阿h， 17(1),95-110.
Lewis, C., Perry, R., & M叮洹恤， A. (2飢>6). How should re揖arch ∞'ntribute to instructional improvement?The 個seof lesson study. E，扣cational R，白血lTChe咒 35(3)， 3-14
Lo,M.-L. (2飢渴).Learning study - The Hong Kongv回'Sinoofles缸>Dstudy: Development, impact and challenges. In M. Matoba, K. Krawford, & M. R. Sarkar Arani 但也)， Lesson sll峙，
International per中ective on policy and practice (pp. 133-157). B副IJID車， China: Educational SciencePublishing House
M山3妞，A.， &T:位甜甜訓， A. (2∞2 ， October) 始'hideto connecttheo吵~ rese宙的" and practice: How teacher thinkingchang.目前 district-levellessonsll峙， inJapan. PaperP甜甜甜ed at 也e 祖B岫l
meeting of the North American Chapter of the International Group for the Psychology of MathematicsEducati冊，Japan. (ERICD個umentReproductionS前vi臼 No.ED471780)
• 94 .日本教學研究 實源河、符署真
日本教學研究. 95 •
Praw剖， R. S. (1996). Cons個ctivism， mod研nand pos回odern. EducationalPsycholog叫. 31(3-4), 215-225.
Prawal,R. S.,& Floden,R. E. (1994).Phil峙。phical perspectiv臼 on cons回ctivistviews of learning EducationalPsycholog叫'.29( 1)， 37-48.
R回k， T. C., & Wilson, C. (2∞5). Improving 臨ching 伽。ugh I自曲n study. 是'acher Education
Quarte巾~ 3月 1)， 77扭
sai阻， E.， H缸un， I., Kuboki, I., & Tachiban
a,
H. (2006). Indonesian lesson study in practi間: Case study ofIndonesian mathematics and science teacher education project. Journal of 1n-serviceE街cation. 32(2),171-184.
Saito, E., Ha肘， P., Hadiprawir'間， S., & Empedhe, S. (2∞8). Initia恤g education reform 也rough
lesson study at a university in Indonesia.Educational ActionReseaπh， 16(3),391-467.
sa妞， M.(1991,July).Case method in Japanese teachere，街cation: Traditions andour 缸'penments.
Paper presented at the annual meeting of the Japan-United States T，目cher Education
Consorti岫 Stanford，CA. (ERJC Document Reproduction Service No. ED339684)
Sparks, D., & Laue尬-Horsley， S. (1990). Models of staff development. In W. R. Houston (Ed.),
Handbookof 間earch on teacher education(pp. 234-249). New York: Macmillan.
你inthall，N.A.,Reiman,A. J.,&剖閏句m幽II，L.(199的 Teacherprofessional development.In J. Sikula (Ed.)
,
Handbook ofr取searchon teacher education(pp. 666-703). New York: Prentice Hall.i枷nek，
J.,Ap闕tG，Le呵， M.， Mo酬， M.T.，的f叫 M.(2∞7).
LeadingI，…t呻:A
practical guidefor teachers andfacilitators.Thousand Oaks,CA: Corwin Press.
igler,J. W., Gonzal間， P., Kawanaka, T., Knoll,S., & S回TallO， A. (1999). The TIMSS videotape
c/.個'sroom s如命: Meth，配is andfindings from an 缸'Plor，叫'ory research project on eighth-grade mathematics instruction in Germa妙" Japan, and the United States (NCES 1999-074) Washington,DC: National Center forEducation Statistics
igl缸. 1. W., & Hiebe吭， J. (1999). The teaching gap: B，自t ideas from the world's teachers for
Impr。ν'ingeducation帥 theclassroom. New York:TheF間e Pr且也
igler, J. W., & Hiebe
rt,
J. (2∞9). The teaching gap: BιSf ide，耐升。m the world's teachers forimproving叫Icationin the classroom-lJi戶扣tedwith a newpr吶ceand afterword. New York:
TheF間e Pre揖
.S.D句artment ofEducati咽，National Center for Education S凶istics. (1995). Third inten叫ional
mathematics and science s徊。 videotape classroom s個咿\ 1994-1995. W晶hington， DC:
Author.
Vygo包旬，L. S.(1978).Mindins配時 The 也戚朋-t!州阱，只知他h醉，aJ proc，四. Cambrid恨，
MA: Harvard UniversityPress
• 96 .日本教學研究 實源河、特畢真
·河、符碧真
。fResearch in Education Sciences
日本教學研究﹒ 97 •