Lesson study is increasingly prevalent as a collaborative activity in which teachers take part to explore their practice. There are many variations in how lesson study manifests itself, even in Japan, where it originated. However, in Japan, fundamental to lesson study is a focus on collaboration in researching teachers’ professional practice. In this article, we draw on experiences of our collaborative research with colleagues in Japan to provide theoretical insights into how we might conceptualize and inform future developments of lesson study as action research that informs curriculum design and implementation. The approach taken develops ideas of the theory of didactical situations, and draws on the construct of boundary objects to understand Japanese lesson study. We identify a class of artefacts, didactical devices , that may provide a useful form of boundary object that supports the collaborative action research of lesson study. Although the particular focus of the work presented here is mathematics, the lessons that we draw should have applicability across the curriculum more widely.

中文翻译：

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通过课堂学习进行课程设计

课程学习作为一种协作活动越来越普遍，教师参与其中以探索他们的实践。课堂学习的表现方式有很多变化，即使在它起源的日本也是如此。然而，在日本，课堂学习的基础是注重合作研究教师的专业实践。在本文中，我们借鉴与日本同事合作研究的经验，为我们如何将课程学习的未来发展概念化并为未来的发展提供理论见解，作为为课程设计和实施提供信息的行动研究。所采取的方法发展了教学情境理论的思想，并利用边界对象的构造来理解日语课程学习。我们确定了一类人工制品、教学设备、这可能提供一种有用的边界对象形式，支持课程学习的协作行动研究。虽然这里介绍的工作的重点是数学，但我们吸取的教训应该更广泛地适用于整个课程。