A Study on the Historical Change and the Fundamental Role of Shido-an, or Lesson Plan: Focusing on Explicit and Implicit Aspects of Shido-an Making

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  • 学習指導案の歴史的変遷とその役割に関する研究 ― 指導案作成における顕在的側面と潜在的側面に着目して ―
  • ガクシュウ シドウアン ノ レキシテキ ヘンセン ト ソノ ヤクワリ ニ カンスル ケンキュウ : シドウアン サクセイ ニ オケル ケンザイテキ ソクメン ト センザイテキ ソクメン ニ チャクモク シテ

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Abstract

<p>　　 Hirabayashi(2006) discusses a traditional aspect of mathematics education in Japan from the concepts of GEI(art), JUTSU(technique), and DO(way).  These are traditional Japanese cultural concepts and they seem to be the fundamental philosophy of Japanese people; however, it is not easy to define these concepts with words. We can point out, at least, that Japanese mathematics education surely has its own cultural aspect, and some parts seem to not easily be understood by foreign researchers, partially because these cultural aspects are not easily described in words, and no explicit definition of these cultural ideas exists.  </p><p>　　Japanese mathematics teachers have accumulated and cultivated a lot of teaching abilities, which are surely existing in teaching practices but no theoretical framework to explain does not exist.  Ninomiya & Corey(2016) examined the framework of “Implicit Abilities of Teaching”.  In this paper, the framework of “Implicit Abilities of Teaching” and “Teaching Abilities Model”, in Ninomiya & Corey(2016), are used to examine Shido-an, or “Lesson Plans”, in mathematics education.  Reviewing the history of Shido-an in Japan, two major aspects about making Shido-an, which are “Formal-Explicit Aspect” and “Substantial-Implicit Aspect”, are found out.  “Formal-Explicit Aspect” of Shido-an making gives the information of what and how is the lesson, like Lesson Scenarios, whereas “Substantial-Implicit Aspect” of Shido-an making describes the results of the investigation for the lesson by teachers, and gives the focusing points for the discussion during Lesson Study. </p><p>　　 Examining Japanese 9th grade mathematics lesson and its Shido-an about quadratic function, some results of discussion from “Substantial-Implicit Aspect” of Shido-an are found out.  Finally, it is found that Japanese teachers have cultivated not only “Explicit Abilities of Teaching” but also “Implicit Abilities of Teaching”, partially from “Substantial-Implicit Aspect” of Shido-an through the results of planning and investigating the lesson by teachers themselves.</p>

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