Teaching cases are descriptions of key points, difficulties, accidental events, meaningful and typical teaching cases, specific teaching behaviors and art, as well as analysis, reflection and summary records of cases. The case not only records the teaching behavior, but also records the thoughts, feelings and inspirations that accompany the behavior, reflecting the problems, contradictions and puzzles that teachers encounter in teaching activities, as well as the resulting ideas, ideas and countermeasures. It not only has specific plots and processes, but also is real and touching. It also summarizes the educational theory, teaching methods and teaching art, and realizes the true meaning of educating and enlightening people. It can be said that a teaching case is a story of a specific teaching situation. When people tell this story, they often express their opinions-comments. Therefore, a good case is a vivid and true story with wonderful comments.

Teaching cases are real, typical and problematic events. Simply put, a teaching case is a description of the actual situation with difficult problems, a story in the process of teaching practice, and a description of "unexpected and reasonable things" in the teaching process. This can be understood from the following levels:

Teaching cases are events. Teaching case is a description of the actual situation in the teaching process. It tells a story, describes the process of the emergence and development of this teaching story, and is a dynamic grasp of the teaching phenomenon.

Teaching cases are events with problems. Events are only the basic materials of cases, and not all teaching events can become cases. An event that can become a case must include a problem or a difficult situation, and may also include a solution to the problem. Because of this, cases have become a unique expression of research results.

A case is a real and typical event. The case must have typical significance and bring some enlightenment and experience to readers. The fundamental difference between a case and a story is that a story can be fabricated, but a case cannot be fabricated and copied. Reflect real events and truly reproduce teaching events. It is a description of the real practice scene in the "current" classroom. It can't be replaced by "facts fabricated in the rocking chair", nor can it be replaced by facts derived from abstract and generalized theories. It mainly provides practical teaching examples, not all the teaching details. The design is mainly based on the combination of examples and teaching. Teaching cases are mainly used for communication and accumulation of self-study examples.

Second, the characteristics of teaching cases

Authenticity: the case must be a real event;

Typicality: it must be a story containing special circumstances and typical case problems;

Concentration: Be sure to present the problem from multiple angles and provide enough information;

Inspirational: It must be studied, which can arouse discussion and provide analysis and reflection.

Third, the structural elements of teaching cases

On the basis of "narrative research", we can develop teaching cases around a certain teaching theme and form teacher training (or personal training) materials for others to discuss and learn.

Judging from the structure of the article, the case generally contains the following basic elements.

1) background

The case needs to explain the relevant situation of the story to the reader: time, place, people, the cause of the matter, etc. If you introduce a course, it is necessary to explain the background of the course. The background doesn't need to be comprehensive. It is important to explain whether there are any special reasons or conditions for the story.

2) Theme

This case should have a theme. When writing a case, we should first consider what problems I want to reflect in this case, whether to explain how to change poor students, or to emphasize how to inspire thinking, or to introduce how to organize group discussions. Before you start writing, you must have a clear idea. For example, when a school conducts research-based learning activities, different research topics, research groups and research stages will face different problems, situations and experiences, all of which are unique. When writing, we should choose and establish the theme from the most rewarding and inspiring point of view.

3) Details

With the theme, you don't have to record everything you hear when writing, but you should screen the original materials and explain the specific content to the readers in a targeted manner. For example, when introducing how teachers guide students to master learning methods, it is necessary to write clearly the transition process from "not knowing" to "learning", especially the key details. We can't introduce the "method", but we just pass it by when it comes to "mastering".

4) results

Generally speaking, the teaching plan and teaching design only have the envisaged measures without the results of implementation, and the teaching records usually only record the teaching process without introducing the teaching effect; The case should not only explain the teaching idea, describe the teaching process, but also explain the teaching result, that is, the immediate effect of this teaching measure, including the students' reflection and the teachers' feelings. Readers know the result, which is helpful to deepen their understanding of the whole process.

5) comment

The author should have some views on the theme and content reflected in the case, including the guiding ideology, process and result of teaching, and analyze its advantages and disadvantages. Comment is a discussion based on narration, which can further reveal the significance and value of the event. For example, the same example of the transformation of "poor students" can be cut in from different theoretical angles such as pedagogy, psychology and sociology to reveal the reasons for success and scientific laws. Comments are not necessarily theoretical explanations, but can also be practical and emotional, causing people to resonate and inspire.

Fourth, the methods and key points of writing teaching cases

1, writing teaching case method

1) Select a conflicting teaching event. After a class, I feel that there are many events to write. Which event should I choose? Which has more potential for self-discovery? What is the nature of the case? Is it about teaching strategy, student behavior or teaching policy? Is the purpose of the case to enhance understanding or for career development? Although no choice must follow the rules, the following suggestions are still very useful for writing a good case: Does the event have emotional power for you (is your heart shocked)? Is the incident a dilemma that you are not sure how to solve, or have you successfully solved a problem that others may be in trouble? Does the event require you to make hard choices? Does the incident make you have to answer in a way that you are unfamiliar with or still thinking about? Does this incident mean morality or problems related to morality? If there are conflict events that meet the above requirements, then your choice may be more rewarding in self-learning, introspection and deep understanding.

2) Describe the background of the event. When describing the background of the incident, we should consider: Has this happened before? When did you first notice it? What happened after that? How do successive events begin? What is the background (that is, the situation) of the incident? What was your reaction in the first scene? How did your reaction make things better or worse? What are the psychological and social factors that influenced that event? What are the physical environmental factors? What are the teaching factors? What are the historical factors? When writing a case, you should set the scene for the upcoming event and make full preparations. Attention should be paid to putting important events in the context in which they occur, and it must be considered that events can only be understood in context.

3) Determine the "actors" in the event. Every story is enriched by a group of living characters and functional characters. When writing a case, you should consider: who are the main actors and secondary actors? Who is the actor who appeared? Who is the actor behind the scenes? What role did everyone play? What is the relationship between them? What about your relationship? Insist on considering the personal feelings, motives, goals and expectations of each role, and don't forget to put yourself in the cast; Don't forget to look at your role through the prism of emotion, motivation, purpose and personal value; Also look at the assumptions you may have to make: where does the assumption come from? How does it affect your behavior?

4) Check the results of your actions. Every action of the teacher will produce a series of reactions. What did your response cause? What is the impact on students? What effect does it have on the class atmosphere? What effect does it have on other actors? What are the consequences of your actions or omissions? In what way did your behavior raise or lower your self-esteem?

5) Suppose you encounter such an event again. How do you look at events from different angles? Treat actors? If you do it again, what's the difference in your behavior? Now you can reconsider. Do you want to choose a different answer?

2. The key to writing a good case

1) Select a complex situation. The so-called complex situation means that there are many possibilities for the occurrence and development of the story. Teachers are faced with all kinds of problem situations in teaching activities, and need to judge, choose and decide. Complex situations provide more space for choice, thinking and imagination, thus giving people more enlightenment. There are many typical cases and dilemmas in school teaching, how to deal with them. Cases can reflect teachers' behaviors, attitudes, thoughts and feelings from different angles, and put forward solutions and examples.

The so-called complexity is also relative. You think it's complicated, but he doesn't think it's complicated; It used to be complicated, but it's not complicated now. Therefore, the choice of teaching situation varies from person to person and from time to place. What kind of situations and materials to choose should be targeted. First, we should meet the needs of the current educational reform practice and put forward things and problems that people care about and want to know; The second is to consider the scope of case dissemination, whether it is published publicly, disseminated in schools or for personal reference only. In short, writing a case should not only tell a vivid story, but also pay attention to why the story is told and to whom.

2) Reveal the psychology of the characters. The behavior of the characters is the superficial phenomenon of the story, and the psychology of the characters is the internal basis of the story development. Faced with the same situation, different teachers may have different ways to deal with it. Why are there different methods? What is the internal logic of these teaching behaviors? What do the instructors think? Cases can go deep into people's inner world and let readers "know why". This is also the place where cases are different from teaching plans and teaching records. A good case should give full play to this feature and advantage.

Another important aspect of characters' psychology is students' psychological activities. Because cases are generally written by teachers, attention is often focused on teachers. How do you think, how do you teach, and how effective you are? You can explain clearly and feel good about yourself. However, how students think in their hearts and whether their views on teaching effect are consistent with those of teachers are often ignored. People often say that "preparing lessons should be done at both ends": preparing textbooks and preparing students. It is an important part of writing a good case to truly reflect students' thoughts and feelings in the teaching process.

3) Have original thinking. The same thing can lead to different thinking. In a sense, the quality of a case is determined by the level of thinking. Because choosing complex situations, revealing characters' psychology and grasping various structural elements are all carried out from a certain observation angle and under the guidance of certain ideological viewpoints. You need a pair of "eyes" to find, ask and solve problems from the complicated teaching phenomena, and tell people what you want to know but can't say. There are no secrets and shortcuts to this skill, and it can only be understood and mastered through long-term tempering.