Objectivity. The teaching case is realistic, which is a true representation of specific cases in teaching practice and has a relatively complete teaching plot. We should objectively describe and truthfully introduce the background of the event and the basic process of teaching activities. We should not describe teaching activities in general, let alone distort the facts. The evaluation should be realistic and reasonable, proceed from facts and cannot be divorced from facts.
Typical. One or several difficult problems contained in teaching cases, as well as the methods and ideas to solve these problems, are the hot spots and focuses of teachers' common concern, which are highly representative, embody the unity of teaching phenomena and essence, individuality and commonness, and are typical examples of revealing the inherent laws of teaching, from which we can sum up conclusions with universal significance and better guide teaching practice.
Innovation. Basic education is in a new era of changing teaching ideas, changing teachers' roles, changing teaching methods and promoting curriculum reform. Teaching cases should reflect the new situation, new problems, new ideas, new methods, new changes and new achievements of curriculum reform, and reveal the new characteristics and new trends of teaching reform, so as to inspire people to explore new ideas and strategies and promote the healthy and in-depth development of curriculum reform.
Practicality. Teaching cases should be clearly described with plots, concise and vivid language, plain and intriguing content and strong readability. They should have practical significance, reference value and discussion value, which can cause teachers to follow suit and learn how to deal with similar things, inspire teachers to think, draw useful teaching ideas and lessons from them, and promote the continuous improvement of teachers' professional level.
Good teaching cases are story-telling, readable and operable, typical and unique, and have certain practical application value and theoretical research value in teaching ideas, teaching means, teaching methods and teaching principles.
Difference from other styles
Different from the paper, the paper aims at reasoning and focuses on the discussion of style and expression; The case is for record, mainly narrative, supplemented by discussion and explanation. In other words, the case tells a story and explains the truth through the story. Therefore, there are great differences between them in writing ideas and ways of thinking. Thesis writing is generally deductive thinking, the way of thinking is from abstract to concrete, while case writing is inductive thinking, and the way of thinking is from concrete to abstract. Generally speaking, the difference between teaching records and teaching plans and teaching designs is easy to understand. Teaching plan and design are not only pre-conceived educational and teaching ideas, but also a brief explanation of educational measures to be implemented. This case reflects the educational process that has taken place. One was written before teaching and the other was written after teaching. One is expectation, and the other is result.
The styles of cases and teaching records are similar, and their differences also reflect the characteristics and value of cases. It is also a description of the education situation, and record the teaching records when you hear anything.
This case is selective. As for how to choose, it depends on the purpose and function of case writing.
Fourth, the role of teaching cases
(A) to promote the in-depth development of curriculum reform.
The new curriculum embodies new ideas everywhere. Whether new ideas can be transformed into teachers' teaching behavior is the key to promote the deepening of curriculum reform. There are two ways to "transform": one is to find out our incorrect teaching behavior with new ideas and explore solutions; The second is to evaluate and develop our teaching behavior with new ideas and promote the innovation of teaching behavior.
The writing of teaching cases is the external expression of teachers' teaching reflection, which has the effect of "transformation" and is the best way to promote the communication and integration of theory and practice. The process of "transformation" is: in teaching practice, teachers reflect on their own teaching with new ideas, choose confused problems, write teaching cases with shining cases with new ideas, re-examine teachers' own teaching ideas and methods with case analysis, update teaching concepts and write them into teaching cases.
(B) to promote the rapid growth of teachers' profession.
Learn to apply theory. An important purpose of learning theory is to guide practice. However, many teachers always think that theory can't put out a near fire, so it is better to learn some concrete methods to be practical. Therefore, it is not uncommon to act by experience and feeling in educational practice, which ultimately affects the improvement of teachers' professional level and their own quality. There are subjective and objective reasons for this phenomenon. However, the way of learning that theory is divorced from practice is also an important factor affecting the learning effect. Case is a bridge between theory and practice, which makes up for the deficiency of studying theory for the sake of theory to a great extent, and closely combines theoretical study with teaching practice. After studying in books, we are familiar with many theoretical viewpoints, but this does not necessarily mean that we have really understood and mastered them. Learning and applying theory through case form can effectively deepen our understanding.
Summarize the experience of teaching reform. Experienced teachers talk about their own teaching experience, and there are many successful examples and experiences, but they are often limited to specific practices, but they don't know why. Case writing is a reflection on teaching practice. By choosing suitable examples from practice to describe and analyze, we can more clearly understand why some practices are successful and why some effects are not ideal. Through reflection, we can refine and clarify effective educational behavior and its theoretical basis. So as to guide the future practice more effectively. Cases are also a good form for teachers to sort out and record their teaching career. In school and class, there are many people and things worth thinking about, studying or remembering. Some things or ideas are not suitable for writing a paper and don't want to be recorded in a running account, so writing a case is an option. The case not only describes the teaching behavior, but also records the thoughts, emotions and inspirations that accompany the behavior. This is a personal teaching file and educational history, with
The growth of teachers' profession, such as overemphasizing educational principles, is bound to be vague; If we rely too much on experience, it will lead to blindness. Only by combining teaching with scientific research, learning in teaching and teaching in research can teachers' theoretical level and practical ability be continuously improved. So, what are the specific operational strategies? The research and writing of teaching cases can just make up for the above "two" deficiencies. It is an effective form of teachers' professional growth. As the curriculum reform experts pointed out, "moving towards narrative research-changing teachers' writing style". The basic feature of Narrative Research on Education is to express the author's explanation and understanding of education through narration and storytelling. It can be seen that the writing of teaching cases is a type of "narrative research". It needs a purposeful and rational observation and analysis of the teaching process. It completely describes the process of raising and solving teaching problems, and embodies the research ideas from concrete to abstract, from analyzing phenomena to understanding essence. A good teaching case can vividly explain a teaching idea and interpret a problem-solving strategy, which is helpful for teachers to master teaching theory deeply and vividly. Therefore, the process of teachers researching and writing teaching cases is an active learning process. Process of improvement. Frequent "narrative research" and the integration of teaching, research and teaching will certainly promote the continuous improvement of teachers' scientific research ability, writing ability and teaching ability, and the rapid growth of professional quality.
(3) Promote the exchange and sharing of scientific research achievements.
A case is a story of educational situation, and different people will have different interpretations of the story. Therefore, the case is very suitable for communication and discussion, and can be an effective carrier for teaching and research activities and teacher training. Educational cases reflect the problems, contradictions and puzzles that teachers encounter in teaching activities, as well as the resulting ideas, ideas and countermeasures. For teachers, it is very beneficial to communicate and discuss these problems and ideas to improve their analytical ability and professional level.
Compared with writing papers, cases are more suitable for the needs of ordinary teachers. The case content is close to reality, the source of material is rich, the writing form is free, and it is easy to communicate, which is more popular with teachers. According to the actual situation of education reform, schools and teachers can determine the topic of discussion at a certain stage, collect materials around a theme or topic, write cases, exchange discussions, and combine relevant theoretical study and practical reflection to make teaching and research activities more targeted and effective.
Narrative research is carried out in teaching, and the highlights or puzzles in teaching are rationally reflected, making it a teaching case. It reflects teachers' teaching experience in written form and shows their thoughts in narrative form, which is not only a record of teachers' achievements and growth, but also the product of teachers' narrative action research-scientific research results. Because of its distinctive theme, concrete content, vivid form and logical reasoning, it glows with intriguing charm and gives people an immersive feeling, which is easy to learn and learn. Therefore, it is favored by teachers. Many schools organize teachers to exchange, discuss and share teaching cases, which has become a new form of school-based training and school-based teaching and research. It focuses on a teaching case, learning from each other and cooperating with each other, which not only helps to inspire teachers to reevaluate their daily teaching with a critical eye and correct their teaching behavior, but also helps to turn the highlights of teaching cases into resources and motivation for their own development, thus triggering teaching innovation. But also help to cultivate teachers' team spirit, form a teaching and research style of mutual discussion and learning, so that new ideas are constantly emerging and new ideas are constantly formed. In short, the exchange and sharing of scientific research results will certainly promote the improvement of teachers' teaching ability and professional development.
Verb (abbreviation of verb) teaching case writing
(1) Step:
Set the theme. The purpose of writing teaching cases is to reflect an idea, understand a truth, understand a concept and learn some strategies. Therefore, teaching cases should also have themes. The so-called theme is the basic idea expressed by teaching cases, which is directly related to the success or failure and value of teaching cases. Generally speaking, the theme is the rich information of the teaching case itself. The establishment of the theme is the result of the author refining the new ideas and strategies contained in the teaching cases. It can be seen that the value of teaching cases determines the life of teaching cases, and the choice of cases is extremely important. Therefore, we should select and adopt those hot spots and focus issues from many reflection diaries, which contain intriguing cases with new ideas and strategies, and extract correct, concentrated, distinctive and profound themes.
Select the type. After the theme is established, it is necessary to carry out stereotyped thinking. Stereotyping, that is, before writing, according to the number and nature of cases, determine which type of teaching cases to choose. Professor Yu said: "The specific reflection on a class or a teaching fragment makes it a specific teaching case (which can be called teaching narrative)." Judging from the teaching cases published in the current publications, there are roughly four types:
① Single fragment type.
Generally, it is concrete and vivid teaching fragments and analysis, which embodies a new teaching concept. Such a case is simple, short and profound.
② Contrast fragment type. Generally, it consists of the same teaching content, teaching fragments and comments on two different teaching methods, and advocates new ideas and strategies in comparison. This case is in stark contrast and thought-provoking.
(3) Comprehensive class hours. Generally, it consists of several unique teaching highlights and comments in a class, reflecting different teaching contents and strategies in the teaching process of a class. Such cases are rich in content and comprehensive in content.
4 theme interpretation. Generally speaking, it is around a topic, which consists of three or four cases and comments on different teaching strategies, and comprehensively interprets a new concept. Such cases have prominent themes and diverse strategies. With the rise and development of teaching case writing, there will be various types of cases.
note:
1. Teaching cases in a broad sense include the teaching cases mentioned here, as well as teaching narrative and teaching lessons (that is, teaching design+teaching reflection). Teaching cases in a narrow sense only refer to the teaching cases mentioned in this paper.
2. The difference between teaching narrative and narrow teaching cases: teaching narrative focuses on the description of stories or events; Teaching cases focus on the sublimation of reason.
Fixed form. Teaching cases are diverse in content. Form serves the content, and its forms should also be diverse. However, the diversity of forms also has its common manifestations. It can be said that it is "irregular in form and generally conventional". The basic manifestations of teaching cases have the following four elements: title, background, examples, reflection and evaluation. Judging from the published teaching cases, there are generally eye-catching titles, texts and comments. Some write directly in sections, and only mark reflections and comments in bold; Some mark cases (or fragments) in bold, reflect on comments, and explain the background before narration. First, look at the following structural elements:
Title. Title is the eye of teaching case, which reveals the content or theme of teaching case. Good titles often make the finishing point, arouse people's interest in reading and have a basic understanding of the content or theme of teaching cases. There are two types of titles: single title and compound title. There is only one sentence or one sentence to express an idea, make a judgment, embody a strategy and explain a truth, and. Ask a question and point out a content, such as "the feeling in reading". In addition to the main title, there are sub-titles-explanations, supplements or restrictions on the main title, such as "respecting individuality and independent inquiry-teaching fragments and comments".
Background. Teaching cases always occur under certain environmental conditions. In order to make readers better understand the theme of teaching cases, we should briefly and accurately introduce the textbook version, educational system, disciplines, album number, topic selection, and explain the background of teaching cases.
Keith. This is the main part of the teaching case, which mainly describes the process of case occurrence and development. The core is to write the whole story clearly, focusing on how students can find, ask, think, communicate and solve problems in dialogue and interaction under the guidance of teachers, especially the details related to the theme-students' emotional reactions and teachers' inner feelings, which should be described in detail. It is a true representation of teaching practice. It should be noted that we should not only seek truth from facts, but also focus on the theme, choose appropriately, and don't remember everything. At the same time, narrative language should be concise, concise and short.
Evaluate or reflect. The main task of evaluation is to rationally interpret the theme reflected in the case, comment on its advantages and disadvantages, and analyze its value and significance, so as to reveal the internal law of the case and give people enlightenment. Evaluation should seek truth from facts, proceed from the facts themselves, seek truth from facts, explain the truth clearly, and express opinions without being divorced from reality. Evaluation should be to the point, look at the essence through the phenomenon, have their own unique opinions, and be well-founded and well-founded. Come and do this. The operation of evaluation should adhere to the principles of reasoning with things, analyzing things with reason, blending with reason and summing up laws. Its thinking is: with advanced teaching ideas, examine the interaction between teachers and students, solve the development context of problems, capture the typical creative behaviors of teachers and students, evaluate their successes and highlights, reflect on what teachers' views, students' views, teaching views, goals' views and resources' views are, why they are successful and shining, and put teachers' teaching behaviors into practice. Ascend to the level of "clarifying its theoretical basis", and then extract new ideas and strategies with universal significance. Comments are usually made after the case is described. Some comments are made while narrating, with simple language and concise words, which are displayed in brackets or other fonts. Some comments were made while narrating, and there was a general comment.
Accumulate material. Mastering the skills of teaching case writing, but not necessarily writing good cases. As Ye Lan said, "Writing is inseparable from life. To what extent can life be enriched, what words will be created. " A clever woman can't cook without rice. Smart women also need "good rice" to make delicious meals. Therefore, we should not only understand the methods of case writing, but also pay attention to the creation and accumulation of cases.
Judging from the actual situation, it is difficult to choose typical cases in the writing of teaching cases for several reasons: First, some teachers use new ideas to teach, which has indeed created many teaching highlights, but they have not developed the habit of writing reflective diaries. They didn't record it in time and later forgot it; I can't remember when I write; Second, some teachers pay attention to the application of new teaching concepts in public classes or when someone attends classes, but the usual teaching is still "old-fashioned", so they can't create typical teaching cases, and there is no material when writing, so it is difficult to write; Third, some teachers pay attention to dialogue and interaction in teaching, but it is important to consider the completion of teaching plans, or they are not good at giving instructions. As long as the students get it right, they will be satisfied and will be sure soon. If we continue to follow the teaching plan, students' divergent thinking will not be cultivated and developed, and the wonderful parts will not be generated dynamically. So, how to accumulate the material of teaching cases?
Create a generation environment. Excellent teaching cases are produced in the teaching process. Therefore, we should persist in transforming the concept of the new curriculum into daily teaching process and behavior, and create a platform for students to talk freely: if students make mistakes, it doesn't matter, they are allowed to make mistakes and welcome to repeat them; Raise objections, advocate arguments and allow reservations; When you are in trouble, you will get kind help; When you succeed, you will get warm congratulations; When you are unconventional, you will get applause from everyone. At the same time, teachers are required to play the roles of "master" and "guide". Be good at guiding students' thinking in their independent inquiry. When students don't know where to start, are puzzled for a long time, and their thinking is stagnant, they should be inspired and guided flexibly, adjust their thinking direction, or delay evaluation, so as to promote the in-depth development of the teaching process.
Always keep a reflective diary. Reflection is generally regarded as the decisive factor of teachers' professional development. Only teachers can change themselves. Always keep a reflective diary to accumulate the first-hand data of the experiment, which is convenient for preservation, browsing and research. Writing pursues "short, flat and fast". Short: short and pithy; Ping: the plain is strange; Fast: fast and timely. Write down what you have. If you have something, it will be long, and if you have nothing, it will be short. Cultivate the habit of reflection, promote thinking by remembering, promote teaching by thinking, practice a little every day, make progress every day, and guide yourself to grow constantly in reflection. Over time, a reflective diary can provide rich resources for writing cases, and at the same time put those typical, vivid and enlightening.
Be good at finding examples. First, search from the reflection diary. Develop the habit of reflection on weekdays and accumulate it intentionally. Look through the reflection diary to see which class flashed wisdom.
Spark, original opinion, which class has any bright spots, especially the smooth and comfortable place is worth remembering and thinking about. Second, search from peer evaluation. Look through the evaluation records, see others' comments on their open classes, deeply understand the main advantages and highlights, try to recall the specific details, and think about what good and vivid examples can be written. Third, migrate search from references. Read many cases or experience articles in related publications. Think while reading, draw inferences from others, draw inferences from others. Associate as much as possible, that is, you can think of B when you see A, and you can consciously re-experiment, re-create, associate, migrate, reorganize and transform.
(B) the norms of case writing
Case is a unique style with its own unique style and standard requirements. In western case writing, some accepted norms have been formed: formal norms:
To some extent, using the past tense case to write in the past tense is to protect the relevant schools or teachers who provide information and prevent the same facts from causing any influence in the future. At the same time, cases written in the past tense can also be used for a longer time in teaching.
Try to express relevant materials in tables. List all the materials that can be expressed in tabular form, for the sake of vivid writing and for the convenience of readers to clearly grasp the relevant facts.
It should include all relevant facts that should be fully obtained from the factual reflection. It should be noted that the author's own views should not be included in this case. If you want to write other people's opinions and opinions, you should indicate that it is someone's opinion in the case, not report it as a fact.
When necessary, list the actual decision-making cases to reflect the problem. Adding the actual decisions made by the parties to the case can often increase the interest of the case and help students sort out the relevant ideas.
Indicate the source of the cited materials.
Check all listed data, and in case of relevant data, carefully check and keep accurate. In order to facilitate verification, the source of information can be frequently indicated on the case papers and the first draft, which should be more detailed than that indicated in the officially published or published text.
Schedules and appendices
Tables, charts, tables or maps in other formats can be used as an appendix to the case. These appendices should be numbered in the order in which they appear in the case. The source of materials shall be indicated at the bottom of each appendix. Materials that are not part of the case, or materials that are too long to be included in the text, can be included in the appendix. Appendices are usually marked by letters or numbers, such as appendix 1 or appendix a.
Content description
The first is the time structure. Cases always happen in a specific era background. The author of the case must have a clear understanding of the time sequence of the events in the case and be able to organize the materials according to the time sequence. Although sometimes it is necessary to break the chronological order for some consideration, for example, to improve readers' interest, sometimes,
Start with an event that actually happened later, but you must be very clear about the sequence of events and the time structure of the case.
The second is the narrative structure. What happened must be described in an easy-to-understand way, where the incident started, the cause and effect, etc. In other words, the story of the case should be told.
The third is to explain the structure. The writing of the case should start from the students' acceptance ability and explain the relevant scenes clearly to the students. Narrative structure and explanatory structure are sometimes different, which meet the requirements of narrative structure, but not necessarily meet the requirements of explanatory structure. Compared with the school administrators or teachers at the scene, the explanations given to students should be as specific as possible so that they can grasp the facts.
The fourth is the plot structure. In order to make the case vivid and make students forget that it is artificial, it is necessary to strengthen drama and set suspense. Some researchers have talked about this: "For many years, we have become accustomed to using such a simple statement, that is, the case must have a focus of debate. There must be something in the case, such as what someone should do, what someone has done, who should be responsible for the current situation, and what is the best decision in terms of specific circumstances. " The case should not be plain boiled water without contradiction. Cases always involve some kind of problems. The more we can strengthen this point, the more we can stimulate people's interest or increase the drama of ideological conflicts and even human conflicts, and the more we can let students devote themselves to the case and do a good job in class discussion. "
(C) Several issues that should be paid attention to in case writing
As the first author of a case, the common mistakes are: unable to express his thoughts clearly, lack of certain order in language statements, providing too many details, confusing readers' sight and thinking, too much or too little background information, etc. In addition, the following aspects should also be considered:
First, in case writing, every teacher should pay attention to his own prejudice. Because of the differences in growth experience and life experience, in everyone's mind, it is inevitable to form a fixed understanding of certain things or people, some of which are reasonable and some are unreasonable. In case writing, paying attention to these attitudes and values not only helps to clarify the root of the problem, but also helps readers to grasp how many problems are involved.
Second, although the case should reflect the true feelings of the parties, it should not be trapped in emotional venting. The case revolves around some events, and the author is often the party to the event. In this way, on the one hand, he chooses the events that touch his emotions as the material, on the other hand, he sometimes exaggerates such feelings involuntarily, so that the focus of the case will shift to the level of personal feelings.
In order to maintain the authority of the case, the objective attitude of the case writer is very important. If you want to avoid the author's prejudice and get into emotional catharsis as much as possible, you can use the following skills:
● Directly quote relevant works, documents or interviews made by yourself;
● Indicate the source of information:
● Avoid any prejudice and sympathy;
● The language used is neither monotonous nor arouses strong feelings;
● Use factual materials as much as possible;
● Report according to the sequence of events and keep consistent;
● Including not only the events that occurred, but also the views of all parties on these events;
You can write the author's comments at the beginning or end of the case, so that you can point out the basic arguments or problems of the case for students to analyze.
Third, in case writing, we should make clear the nature of case problems. What is the essence of the case problem? It is about teaching strategies, students' behaviors, or educational policies, etc. This problem seems easy, but it is not easy to do in practice. Perhaps your own starting point is to write a case around teaching methods, but in writing, a steady stream of information may make you realize that the original starting point is quietly changing and the nature of the problem is gradually changing into "educational management"
(D) the key to writing a good case
Methods should be considered when writing articles, but having a complete story structure does not mean having a good case. Three key issues should be paid attention to when writing educational cases.
Choosing a complex situation The so-called complex situation means that there are many possibilities for the occurrence and development of a story. Teachers are faced with all kinds of problem situations in education and teaching activities, which need to be judged, selected and decided. Complex situations provide more space for choice, thinking and imagination, thus giving people more enlightenment. There are many typical cases and difficulties in school education and teaching, how to deal with them. Cases can reflect teachers' behaviors, attitudes and thoughts and feelings from different angles. I used to think it was complicated, but now it's not complicated. Therefore, the choice of educational situation varies from person to person, from time to time and from place to place. What kind of situations and materials to choose should be targeted. First, we should adapt to the needs of the current educational reform practice and put forward things and problems that people care about and want to know; Second, consider the scope of case communication, whether it is public publication, campus communication or personal reference only. In short, when writing a case, we should not only tell a vivid story, but also pay attention to why and to whom.
Revealing the characters' psychology is the superficial phenomenon of the story, and the characters' psychology 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 ways? What is the internal logic of these educational behaviors? The case of how the tutor thinks can go deep into people's inner world and let readers know why. This is also where the case is different from the teaching plan and teaching record. 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 the teacher. You can explain clearly how you think, how you teach and how effective you are, 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. Truly reflecting students' thoughts and feelings in the process of education is an important part of writing a good case.
Unique thinking about the same thing will lead to different thinking. In a sense, the quality of a case is determined by the level of thinking, because choosing complex situations, revealing the psychology of characters and grasping various structural elements are all carried out from a certain observation angle and under the guidance of certain ideological viewpoints. It is necessary to find problems, put forward problems and solve problems from complex educational phenomena. People who know what they want but can't say it need a pair of "eyes". There are no secrets and shortcuts to such skills, which can only be understood and mastered through long-term tempering. Cases can directly and vividly reflect the specific process of education and teaching, so they are very readable and operational, and are also very suitable for front-line teachers with rich practical experience to write. To write a good case, you must first have a practical foundation and experience accumulation, and then you must have certain writing skills. More importantly, it is necessary to strengthen theoretical study and carry out practical exploration. A good case can be better than many generalities. In the final analysis, a good article is not written, but made.