抄録
The purpose of this paper is to examine the role, content, and trend of using 'lesson standards' that are created by municipal school boards, focusing on whether or not the performance indicator of academic achievement test is set. Lesson standards are defined as a norm about the process of the lesson, instruction method, and learning discipline.
We clarified that there are two kinds of lesson standards:(1)lesson standards to be followed, which are compulsory, and(2)lesson standards as a reference, which teachers refer to when they create their own lesson plans. Lesson standards to be followed are a part of the academic achievement policies enacted by municipalities. Importance is put on the academic development of students in a lesson. On the other hand, lesson standards as a reference are not a tool for municipalities to achieve the performance indicator; they are not meant for academic development.
In order to stimulate teachersʼ growth as reflective practitioners or adaptive experts, municipal school boards, especially supervisors, should help schools and teachers by not imposing a particular lesson practice and enforcing blind adherence to it.
