1) The person in charge (usually the training lecturer and the host) determines the specific purpose, content, scope and target of the training course.

2) Choose the appropriate case from the commonly collected materials as the case for discussion, and the scope of the case should depend on the training object.

3) Determine the meeting room and meeting time, and make the training plan.

4) Teachers should prepare the following knowledge: the operation method of case study method, the problems that should be paid attention to in practical application, the selection criteria of cases before discussion, and how to summarize the problems after discussion.

Special reminder

1. Before the training begins, teachers should let everyone know the training purpose, implementation method, theme and plan, so as to successfully complete the training.

2. When discussing the strategy to solve the problem, we should pay attention to controlling the time, especially whether we can have a more in-depth discussion to avoid ending the training halfway.

3. When choosing the best strategy, we should choose according to the actual situation.

4. Cases are collected from on-site work, so it is necessary to explain the training objectives, methods and themes first, and then give case tips to let the students know their contents, and then carry out other steps.

Extended data

implementation phase

1) The instructor briefly introduced the following knowledge to the students:

The background, general idea and characteristics of case study method;

Problems needing attention in the application of case teaching method and the effects that can be achieved after application;

Plans and arrangements.

Only when participants have a general understanding of this law can they enter the role smoothly and the training work can be successfully completed.

2) Through self-introduction, participants can get to know each other and get familiar with each other, thus fostering a friendly and relaxed atmosphere.

3) Divide the participants into three to four groups with eight to ten people in each group, and decide the leader of each group.

4) Distribute case materials.

5) Make the participants familiar with the contents of the case, and the moderator should accept the participants' questions about the contents of the case.

6) Each group will discuss the case study separately to find out the crux of the problem.

7) Each group finds out the strategy to solve the problem.

8) Choose the most ideal and appropriate strategy.

9) Discuss the strategy to solve the problem.

10) tutor to sort out the summary.

Key points of implementation

1. Because cases are collected from practical work, students generally cannot fully understand the overall background and content of cases through materials. Therefore, after the instructor distributes the materials, he should explain them carefully and accept the consultation of the participants to ensure that his mastery of the materials is correct.

2. If the thinking direction of the group is different from the training content when studying the problem, the group leader or instructor should correct it in time.

3. The crux of the problem may be scattered and numerous, so the summarized countermeasures will be messy, and the team needs to sort out the appropriate countermeasures according to their importance and relevance.

4. When each group chooses the most ideal strategy, if the instructor finds that the countermeasures put forward by each group are just general countermeasures, there is nothing new, and the instructor should prompt them to think more deeply.

5. When discussing the strategy to solve the problem, other groups ask questions and clarify their differences with their own views, thus inspiring each other and further discussing.

6. When the instructor summarizes, he should not only comment on the advantages and disadvantages of the countermeasures put forward by each group, but also analyze the solution strategies of the cases, and at the same time, he can quote other cases to further explain the problem.

7. When selecting cases, teachers should choose appropriate cases according to the purpose of the course.