LESSON STUDY IN STUDENT RESEARCH ACTIVITIES: EFFICIENCY AND APPLICABILITY

Abstract

The article reveals the concept of the "Lesson Study" approach, provides brief information about its effectiveness and capabilities. The relevance of the study notes that the joint actions of the focus group show the most effective ways to influence the learning of students: the research group jointly plans a lesson, discusses the topic, outspokenly expresses its thoughts, suggestions, discusses the specifics of using the tools selected in the class in solving problems, and also notes the importance of making changes during the discussion.

The theoretical analysis of foreign studies on the possibilities of using the Lesson Study approach demonstrates the use of methods of generalization, systematization, analysis of pedagogical products and qualitative, statistical processing of experimental data, as well as mechanisms and scientific conclusions of its effectiveness. The experience of such countries as Japan, England, and the USA is analyzed.

The thesis projects of graduate students in the Lesson Study format based on joint lessons are analyzed. Using the Lesson Study approach with the participation of a focus group, the results of a joint discussion based on their own experience and observation of students in groups A, B, C were determined. The research experience revealed the importance inherent in the relationship between a teacher, a research student, and a student. The professional qualification of future teachers was determined by interaction and participation in each other's lessons, discussion, and providing feedback. Various forms of education are considered according to a unified system of lessons, educational materials, and changes to the elements of the lesson.