How to write teaching case analysis?

Case analysis of classroom teaching is one of the core means of basic education teaching research. Here is how to write a teaching case analysis for everyone to see!

Introduction to teaching cases:

Teaching cases are examples summarized from teaching practice. The specific situation described contains one or more fascinating problems, and the methods and skills to solve these problems, including the introduction and description of specific situations, as well as some theoretical thinking and reflection on practical activities.

Each case should highlight a distinct theme, which is often related to the core idea of teaching reform, common difficult problems in actual teaching activities and events that are easy to cause confusion. It comes from teaching practice, but it is not a simple record of teaching activities. It reflects the course of events, the change of roles of teachers and students in teaching practice, and the complexity of teaching work with relatively complete plots and even dramatic contradictions, which is fascinating.

As a teaching case that can provide reference, it can be a successful case in teaching activities or a failed case in teaching practice. The former can provide experience, while the latter can provide lessons, which is also of reference significance.

The writing of teaching case analysis;

First, the meaning of teaching cases

Classroom teaching cases can be said to occur in the classroom, including some teaching situation stories of decisions or problems. These stories reflect typical teachers' teaching methods, the use of teaching strategies, the acquisition of teaching experience and lessons, the change and maintenance of teachers' teaching concepts, the difficult problems encountered in teaching and their solutions. Students' cognitive conflict, creative discovery, acquisition of experience and lessons, improvement of ability, etc.

Classroom teaching cases can not be without stories, but they are not simply telling stories. They should mainly describe or narrate some events, some psychological activities, conceptual conflicts and researchers' reflections in classroom teaching, and reveal the teaching and learning methods and teaching concepts behind the events from small to large, which has the significance of sampling, testing and expression.

A case refers to a true record and an objective narrative of an event in real life.

△ Cases are all events or stories. An event must have a process, not a plane analysis, but a dynamic reflection process.

△ All events have problems or difficult scenarios. All stories and events are not necessarily cases, but cases must be events or stories, and cases contain problems.

△ The events in the case should be typical. It is manifested in the interpretation of problems and difficulties, and has typical and universal significance in education and teaching.

△ The case is a real event.

Second, the difference between teaching cases and papers

From the perspective of style and expression, the thesis aims at reasoning and focuses on discussion; The case is for the purpose of recording, mainly narrative, with discussion and explanation. In other words, the case is to tell a story, not to tell the truth through the story.

From the perspective of thinking mode and thinking mode, thesis writing is generally deductive thinking, and thinking mode is from abstract to concrete; Case writing is a kind of inductive thinking, and the way of thinking is from concrete to abstract.

Third, the difference between case and teaching plan, teaching design and teaching record.

Teaching plan and teaching design are pre-conceived teaching ideas, which are brief descriptions of teaching measures to be implemented; Teaching cases are the reflection of the teaching process that has happened. One is written before teaching and the other is written after teaching; One is expectation, and the other is result.

Cases and teaching records are similar in genre, both describing teaching scenes, but teaching records are mandatory and cases are selective.

Fourth, the general elements of writing teaching cases

1. background. The so-called background is to explain clearly to readers:? Stories? When, where, who, why, etc. The background introduction doesn't have to be all-encompassing, but it's important to explain? Stories? Whether there are special reasons and conditions for the occurrence of.

2. theme. Every case should have a distinct theme, that is, whether a problem to be explained in this case reflects the understanding, understanding and practice of a new concept, or how the role of teachers changes, the way of teaching and learning changes, or how to grasp and deal with the key points and difficulties of new textbooks, and so on.

3. the plot. With the theme, it is necessary to screen the original material, choose the specific content that best reflects the theme, and write the key details clearly. Pay special attention to the psychology of the characters. Because the behavior of the characters is the superficial phenomenon of the story, 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 coaches think? Revealing these can let readers know both why and why.

4. results. Cases should not only explain the teaching ideas and describe the teaching process, but also explain the teaching results-the immediate effects of some teaching measures, including students' reactions and teachers' feelings. Such as after-the-fact investigation, interview, performance evaluation and data analysis of students or teachers and related personnel.

5. Comment (reflection). Comment is a discussion on the basis of narration, which shows the views and analysis of the theme and content reflected in the case, thus further revealing the significance and value of the incident. Evaluation can be self-evaluation, practical, emotional, or invited experts to comment and deepen.

Five, the basic format of teaching case writing

Discussion, analysis and research on the establishment of theme teaching background and teaching process

Scene description

Six, case writing procedures

1. Early stage of case preparation.

2. Data collection stage.

3. Write the first draft of the case.

4. Reflection, reflection and rewriting.

5. Write teaching notes and analysis (giving case meaning).

After writing the story, put it aside, and it is best to have at least one week to analyze and explain the case. When you read this case again, you will have deeper exploration significance. In the Notes section, consider the following questions:

What is this case about?

What is the central issue of this case? List and determine what you think is the most critical issue.

Which one do you write as the villain? What is the emotion and motivation for each actor? How accurate is the evaluation?

What emotions drive your behavior?

As a teacher, what has this taught you?

Does this case provide you with questions about students, management and yourself? How do you collect these data?

Seven, the types of teaching cases

1. Emergency handling in the classroom. For example, there will be many unexpected problems in the implementation of new textbooks, and how to deal with them under the premise that teachers don't understand or don't understand them very well.

2. Curriculum and teaching. There are some successes and some failures in the wonderful records of practical classes.

3. Experience gains and losses in lectures and evaluations.

Eight, the standard of a good case

1. Tell a story, explain the background and process of the event clearly, and be sure to have an interesting plot.

2. Highlight a theme and pay attention to a central topic.

3. The reader has an immersive feeling and empathizes with the people involved in the case.

There is a complete scene from beginning to end.

5. The psychological feelings, experiences and inner conflicts of the characters have been fully revealed and vividly displayed.

6. It is necessary to evaluate the decision to solve the problem in order to provide a reference point for the new decision.

7. The total amount of discussion is universal and contemporary, which other teachers may encounter.

8. It reflects the specific problems in the process of education and teaching.

Nine, the value and significance of the case

1. growth record.

Cases can record our own experiences in education and teaching, which is a very good means to record the traces of our lives.

Case writing provides teachers with an opportunity to record their own education and teaching experience.

2. Self-reflection

Case writing helps us to reflect on our education and teaching behavior. Case writing helps us to understand the key points and difficulties in our own education and teaching.

Case writing can make teachers more deeply aware of the key and difficult points in their work.

Case writing can encourage teachers to reflect on their own behavior and improve the professional level of teaching.

3. communicate and share.

Case writing helps teachers to share experiences and strengthen communication.

For our primary and secondary school teachers, writing their own cases keeps us away from the incident, which may have a new angle and enable us to look at the incident in a new way. In this process, we learn to look at ourselves more purposefully. It must be pointed out that:

1. Writing a case of an important event is different from watching a video. Why not just write a case? Rewind? , but a process of re-creation. In this process, we have the ability to look at ourselves in a new way.

2. The case is not a tool for the author to express his feelings, but a basic tool for understanding himself, which gives us an exit to express those feelings safely. It helps us know how to be a better teacher.

3. The case is not written by a writer, nor is it a short essay or paper to be graded. This is a form of recording what has happened. As long as you are the key person in that event, or you talked about it on the phone or at the dinner table, then you can write a case.

4. About the case study. Whether a case can affect teaching practice is not determined by the case itself. Depending on the degree of case analysis, discussion and research by case users, learners need to have some insight.

Characteristics of teaching cases:

1, the difference between case and teaching plan, teaching design and teaching record.

Teaching plan and teaching design are both preconceived teaching concepts and concrete explanations of teaching measures to be implemented; Teaching cases are the reflection of the teaching process that has happened. One is written before teaching and the other is written after teaching; One is expectation, and the other is result. Cases and teaching records are similar in style, both of which describe teaching scenes, but teaching records record whatever you hear or not, and cases are selective.

2. Authenticity, typicality, concentration and inspiration.

A case is a record of a specific situation, right? At present? Description of the real practice scene in the classroom. One or a group of teaching events provided is not a fictional story, but a representative and universal real event example; Cases are fragments of teaching behavior intercepted to highlight a theme, and these fragments contain certain educational theories.

General elements of writing teaching cases;

1. Background The so-called background is to explain clearly to the reader: the time, place, people and cause of the "story". The background introduction does not have to be comprehensive, but it is important to explain whether there are any special reasons and conditions for the occurrence of the "story".

2. Theme Every case should have a distinct theme, that is, whether a problem to be expounded in this case reflects the understanding, understanding and practice of a new concept, or how the role of teachers changes, the way of teaching and learning changes, or how to grasp and deal with the key points and difficulties of new textbooks, and so on.

3, details with the theme, we must filter the original material, select the specific content that best reflects the theme, and write the key details clearly. Pay special attention to the psychology of the characters. Because the behavior of the characters is the superficial phenomenon of the story, 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 do you do it differently? What is the internal logic of these teaching behaviors? What do the coaches think? Revealing these can let readers know both what it is and why.

4. Results The case should not only explain the teaching ideas and describe the teaching process, but also explain the teaching results, including students' reactions and teachers' feelings.

5. Comment is a discussion based on narration, which shows the views and analysis of the theme and content reflected in the case, thus further revealing the significance and value of the event. Evaluation can be self-evaluation, practical, emotional, or invited experts to comment and deepen.

A successful case should have the following connotations:

Describe a true story (teaching situational events)

1. Describe it from a bystander's point of view (less subjective)

2, the story should be vivid and touching, but also thought-provoking (inspiring)

(2) The selected events have typical ideological, behavioral and emotional conflicts.

1, the story should lead to the problem scenario.

2, contrary to common sense and recognized logic, contrary to authoritative prediction and judgment.

3, full of internal, conflicting, seemingly unsolvable things.

(3) Stick to the theme of the event and highlight the focus of the event.

1, when writing, you can't cover everything.

2, highlight the key links to be specific and detailed.

(4) Reveal the meaning and value behind the event through reflection.

1, reasonable reflection

2. Refined and refined evaluation

(5) keep pace with the times and reflect the sense of the times.

At present, we should fully embody the concept and practice of the new curriculum reform.

How to write teaching cases with verbs (abbreviation of verb)

1。 Early writing

2。 Attend or listen to a class during the data collection stage; Be prepared to take notes before class; Make clear the relevant content before class; Collective discussion; The teacher's lecture; Participants' evaluation of the class; Classification, processing and finishing.

3。 Write the first draft

4。 Reflection, consideration and modification.

5。 Write teaching notes and analysis.

Sixth, the general format of teaching cases

(A) the title is eye-catching and distinctive

1, titled event.

2. Use the theme to set the title

Background (background of the case)

1, indirect background

2. Direct background

(3) Statement (case description)

1, indicating the problem. The biggest feature that distinguishes a case from a general case lies in its clear problem consciousness.