1. Teachers writing teaching cases is a way for teachers to constantly reflect on and improve their teaching, which can prompt teachers to more y recognize the key points and difficulties in their own work, and this process is the process of teachers' self-education and growth.
2. The process of teachers writing teaching cases is the process of transforming the educational theories from outside and the internal teaching theories that guide their teaching practice, which can provide new teachers and in-service teachers with a richer practical context for their teaching and is conducive to linking theory with practice in teaching and cultivating the ability to analyze and solve problems.
3. Teaching cases are the real and typical records of teachers' teaching behavior, as well as the real embodiment of teachers' teaching concepts and ideas, so they are valuable resources for education and teaching research, and an important medium of communication between teachers.
Two, what is the teaching case?
Four statements:
1. A case is a description of an actual situation in which one or more difficult problems are contained, and may also contain methods for solving them.
2. "A teaching case describes the practice of teaching. It presents stories in the form of rich narratives that contain typical behaviors, thoughts, and feelings of teachers and students."
3. Instructional cases are stories of instructional situations that contain certain decisions or difficult questions that reflect typical levels of instructional thinking power and the phenomena of their maintenance, decline, or attainment. The collection of such cases must be preceded by fieldwork and a conscious selection of relevant information from the objectives of the pedagogical task analysis, where the researcher's own insight is key.
4. Instructional cases are "narrative accounts of instructional practice written by teachers, or by researchers and teachers*** together."
There are many typical examples and difficult problems in school education and teaching, the case can be reflected from different perspectives to reflect the teacher's behavior, attitudes and thoughts and feelings in dealing with these problems, and put forward ideas and examples of problem solving. Teaching case is a teacher in the teaching process, the focus of teaching, difficult, incidental, meaningful, typical teaching cases dealing with the process, method and specific teaching behavior and art of the narrative, as well as the case record analysis, reflection, summary. The case not only narrates the teaching behavior, but also records the thoughts, feelings and inspirations that accompany the behavior, reflecting the problems, contradictions and confusions encountered by the teacher in teaching activities, as well as the ideas, thoughts and countermeasures arising from them. It has a specific plot, the process, real touching, and from the height of educational theory, teaching methods, teaching art to summarize, summarize, realize the true meaning of education, give people enlightenment. It can be said that the teaching case is a story of a specific teaching situation. While narrating the story, people often also publish some of their own views - comments. Therefore, a good case is a vivid, true story plus a wonderful review.
Third, the characteristics of teaching cases
1, the case and the difference between the paper
From the stylistic and presentation point of view, the paper is to reason for the purpose of the main argument; the case for the purpose of the record, the main narrative, and both argumentation and description. In other words, the case is to tell a story, is through the story to explain the reasoning.
From the perspective of writing ideas and ways of thinking, essay writing is generally a deductive thinking, thinking from abstract to concrete; case writing is a kind of inductive thinking, thinking from concrete to abstract.
2, cases and lesson plans, instructional design, teaching the difference between the actual record
Teaching plans and instructional design are pre-conceived teaching ideas, is ready to implement the brief description of the teaching measures; teaching case is a reflection of the teaching process has occurred. One is written before teaching, the other after teaching; one is the expectation, the other is the result.
Case and teaching factual record is closer to the body, they are the description of the teaching situation, but teaching factual record is heard, while the case is selective.
Four, the general elements of the teaching case
1. background
The so-called background, that is, to the reader to explain clearly: "story" time, place, characters, the cause of things. Background does not have to be all-encompassing, the important thing is to explain the "story" of the occurrence of any special reasons and conditions. Background is a very important part of the case, describes the general scene of the incident, is to provide the reader with a useful background information to understand the "incident", such as the school's situation, personal work background, the cause of the incident.
2. Theme
Each case should have a distinctive theme, that is, the case to illustrate a certain problem, is to reflect the knowledge, understanding and practice of a new idea, or to illustrate how the role of teachers change, the way of teaching, learning how to change, or the introduction of the new textbooks to grasp the key points and deal with the difficult points, and so on.
3. Details
With the theme, it is necessary to sift through the original material, targeted selection of the most reflective of the theme of the particular content, the key details written clearly. Special attention should be paid to prompting the psychology of the characters. Because the character's behavior is the surface phenomenon of the story, the character's psychology is the internal basis for the development of the story. Faced with the same scenario, different teachers may have different ways of dealing with it. Why are there various different approaches? What is the internal logic of these teaching behaviors? What was the instructor thinking? Revealing these will enable the reader to know both what is going on and why. In this section, it is important to show how the problem occurred, what the problem is, and how the problem can be interwoven with factual material. This is the main body of the entire case, and should be described in detail, showing the process, steps, and recurring frustrations that occurred in the solution of the problem, and may also involve a description of the initial effectiveness of the problem solution.
4. results
Case not only to explain the idea of teaching, describing the process of teaching, but also to account for the results of teaching - some kind of teaching measures of immediate effect, including the students' response and the teacher's feelings, to solve what problems, what problems are not solved, and what regrets, plans, ideas, etc.. Problems" as the main line, there are contradictions, conflicts and even "suspense", can cause the reader's interest and in-depth thinking.
5. Commentary
Commentary is based on the narrative argument, indicating that the case reflects the theme and content of the views and analysis to further reveal the meaning and value of the event. Commentary can be self-assessment, on the matter, feeling, can also ask experts to comment and deepen. Through the description of the background, the problem, the method of solving the problem, reflecting on their own educational and teaching behavior, summarizing the advantages, disadvantages, losses and revelations.
V. Characteristics of teaching cases and writing requirements
1. Teachers should write their own teaching experience or teaching story that they think is important, that is, to be selective, typical, do not list everything, to be selected around the central issue. Not that all events can be a case, to be good at capturing the teaching process "highlights".
2. Should be based on past experience in writing cases, try to maintain the authenticity of the information in the case, so that readers have the feeling of being there. You can go to the main body of the case that the students that is to ask, investigate their true feelings.
3. Teaching cases are differentiated from other teaching works.
Compared with the teaching paper, teaching cases in the style and expression of the record for the purpose of the main narrative, both argumentative and illustrative; in the way of thinking, is a process from the concrete to the abstract, through the description of the vivid teaching "story", through the description of the specific students, the teacher's psychological feelings, reflection, summarize the advantages, disadvantages and disadvantages of teaching. The first is a process of abstraction.
Compared with the lesson plan and teaching design, the teaching case is the teacher's reaction to the teaching process after the lesson, writing is the result. While lesson plans and instructional designs are the "blueprints" for implementing the teaching process that teachers complete before class.
Compared with the teaching record, the teaching record is a complete description of the teaching process, while the teaching case is a selective description of the teaching situation, records and comments.
4. Teaching cases should be written in a valuable way.
Through describing and reflecting on teaching situations, it can not only improve the professionalization of one's own teaching work, but also provide an effective way for other teachers to share teaching experience and strengthen communication.
Definition: a case is a description of an actual situation, including one or more difficult problems, but also can contain a solution to these problems; teaching case describes the teaching practice, it is rich in narrative form to show people some of the typical behavior of the teacher and the students, thoughts, feelings, including the story; education case is a story of the educational situation, in the narration of a story, while people often also publish some of their own stories. At the same time people often also express some of their own views, that is, comments. So a good case is a vivid story plus a wonderful review.
Role: case-based events in the teacher's teaching career is endless, from the early morning across the school door to the evening to leave the school, there will be some memorable instances. These events or instances may well be expressed in the form of a case, and the process of transforming an event into a case by a teacher is a process of reacquainting oneself with the case and organizing one's thinking. Its role is manifested as follows: ① case study (writing) provides teachers with an opportunity to record their own educational and teaching experiences; ② case study (writing) may prompt teachers to recognize more y the key points and difficulties in their own work; ③ case study (writing) can prompt teachers to reflect on their own behavior and improve the professional level of teaching; ④ case study (writing) provides an effective way for teachers to share their experiences and strengthen communication among themselves. case study (writing) provides an effective way for teachers to share their experiences and strengthen their communication with each other.
Characteristics: ① authenticity - the case must be a real event; ② difficult - the case contains a problem or difficult situation within the event; ③ typicality - the case must include special and typical cases. Cases must be stories that include special and typical case problems; ④ Concentrative - Cases must present problems from multiple perspectives and provide sufficient information; ⑤ Enlightening - Cases must be researched and able to generate discussion and provide analysis and reflection.
Distinction: the difference between teaching cases, teaching design, teaching factual records, teaching narratives: ① teaching cases and lesson plans: lesson plans (teaching design) is a pre-conceived idea of education and teaching, is a brief description of the educational measures intended to be carried out, reflecting the teaching of the expected; and teaching cases is a description of the educational and teaching process that has taken place, reflecting the results of teaching. ② Teaching cases and teaching factual records: they are also descriptions of educational and teaching situations, but teaching factual records are heard and recorded (factual judgment), while teaching cases are based on the purpose and function of the selection of content, and there must be the author's reflection (value judgment). The connection and difference between teaching case and narrative research: in the sense of "situational story", educational narrative research report is also a kind of "educational case", but "teaching case" specifically refers to But "teaching case" specifically refers to a teaching narrative with typical significance, including difficult problems, described from multiple perspectives, after research and with the author's reflection (or self-criticism); teaching case must be consciously selected from the goal of analyzing the teaching task, and must be carried out in the field beforehand, so the daily educational narrative journal can be used as a material for the accumulation of writing teaching cases. Educational narrative involves a wide range of contents, and some research statistics show that the contents involved in the narrative study of teachers' reflection include: reading thoughts, social problems, students' educational problems, macro-education, real life, educational concepts, teaching modes and so on, whereas the stories recounted in teaching cases should be mainly positioned in teaching research, including teaching concepts, teaching modes, teaching strategies, teaching skills and so on, and the problems of their cases are focuses on teaching, pedagogy, cognitive level, emotion and attitude, and teaching context.