贴了山东小学英语磨课评价表征求意见，但想到可能有些老师对磨课这个概念还想有进一步了解。

其实，我自己一直是在lesson study这个概念层面把握磨课的。

所以，把几个找到的概念贴在这里吧。

磨课：

磨课，就是某个教师在一定时期内，对某几课的教学反复地、深入地学习、研究与实践，使这个教师这几课的教学尽快地达到较高水平。

把平时积累的教学经验并集中组员智慧的课以及上公开课前的反复推敲试讲过程叫“磨课”。

课例研究

课例研究是指围绕一堂课的教学在课前、课中、课后所进行的种种活动，包括研究人员、上课人员与他的同伴、学生之间的沟通、交流、对话、讨论。   课例研究是以教师的教学实践为基础，通过对一节课的全程描述或其中若干件教学事件的描述，使之形成个人反思的对象、理论研究的素材或他人学习的范例。

What is lesson study?

Lesson study* is a professional development process that Japanese teachers engage in to systematically examine their practice, with the goal of becoming more effective. This examination centers on teachers working collaboratively on a small number of "study lessons". Working on these study lessons involves planning, teaching, observing, and critiquing the lessons. To provide focus and direction to this work, the teachers select an overarching goal and related research question that they want to explore. This research question then serves to guide their work on all the study lessons.

While working on a study lesson, teachers jointly draw up a detailed plan for the lesson, which one of the teachers uses to teach the lesson in a real classroom (as other group members observe the lesson). The group then comes together to discuss their observations of the lesson. Often, the group revises the lesson, and another teacher implements it in a second classroom, while group members again look on. The group will come together again to discuss the observed instruction. Finally, the teachers produce a report of what their study lessons have taught them, particularly with respect to their research question.

*"Derived from the Japanese word jugyokenkyuu, the term 'lesson study' was coined by Makoto Yoshida...it can also be translated in reverse as 'research lesson' [coined by Catherine Lewis], which indicates the level of scrutiny applied to individual lessons." --RBS Currents, Spring/ Summer 2002