1. What is a teaching case? 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: a teaching case is an event; 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 problematic events: events are only the basic materials of cases, and not all teaching events can be 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.

The case is a real and typical event: the case must be typical and bring some enlightenment and experience to the reader. The fundamental difference between a case and a story is that a story can be fabricated, but a case cannot be fabricated and copied. It reflects what really happened and is the true reappearance of 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.

2. The characteristics of teaching cases

Case is a form of writing, so what are the differences and characteristics between it and what we usually say, such as papers?

The difference between (1) and paper

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. Therefore, from the perspective of writing ideas and ways of thinking, the two are also very different. 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.

(2) The difference between teaching plan, teaching design and teaching record.

Generally speaking, the difference between teaching plan and teaching design is easy to understand. Teaching plan and design are not only pre-conceived teaching ideas, but also a brief explanation of teaching measures to be implemented; This case reflects 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.

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 teaching situation. When you hear it, you will record the teaching records and select the cases. As for how to choose, it depends on the purpose and function of case writing.

Second, the feasibility analysis of teachers writing teaching cases

1, the case material is rich.

Teaching cases come from daily teaching practice activities, are close to teachers' work and have a natural connection with teachers.

Teachers have many practical problems that need to be properly solved through research. They have done a lot of teaching research consciously or unconsciously, and have a lot of experiences and lessons, including many typical cases, which will leave a deep impression on teachers and become the material for writing teaching cases. The teacher has facts to tell and reasons to tell. Teaching practice involves a wide range of fields and many cases, which is an inexhaustible source for teachers to write teaching cases.

2. Case writing is relatively simple.

In general, writing teaching cases involves two aspects: one is to write case facts, and the other is to write case analysis. Writing teaching cases is "telling people's own stories", and teachers are familiar with the facts. The facts described are more specific and simple. Usually, teachers don't find it difficult to write such a narrative. Writing a case study certainly needs discussion. But the discussion here is based on facts, and it is to express targeted opinions on specific issues. It doesn't involve many people and things, and it doesn't need a high degree of abstract generalization, so it's not difficult.

3. Good case writing foundation.

Teachers have a certain basic theory of teaching, a certain basic knowledge of writing, a certain experience in teaching and research, and a certain ability of analysis and research. In short, teachers have the basis for writing teaching cases. As long as teachers study hard, it is possible to write valuable teaching cases. As long as the teaching theory is carefully applied and the teaching cases are deeply analyzed, it is possible to put forward original opinions. Compared with writing teaching papers, writing teaching cases is much more likely to be written, written well, awarded and published.

In short, the author thinks that writing teaching cases do not have too high requirements for teachers, which is conducive to teachers' strengths and weaknesses, and is suitable for teachers' teaching and research level and writing level.

Thirdly, it analyzes the necessity for teachers to write teaching cases.

1, to promote teachers' teaching reflection

When writing teaching cases, teachers should truly review the teaching process, "look in the mirror" and "watch movies", reproduce their own teaching in an unobstructed view, and conduct strict examination, objective evaluation and repeated analysis with new viewpoints. In the teaching process, right and wrong, right and wrong, can be changed from vague to clear. It can make teachers deeply understand some teaching problems and solve them properly. It is helpful for teachers to sum up successful experiences and lessons from failures and see their own advantages and disadvantages clearly. The writing process of teaching cases is a process of re-understanding teaching facts, a process of reflection, a process of research, a process of summary and a process of improvement.

2. Promote the research of teaching theory.

Generally speaking, when writing teaching cases, we need to use teaching theory to analyze teaching cases. To analyze the case thoroughly, we need to have enough teaching theory support. Teachers often feel that teaching theory is not cultivated enough and teaching case analysis is not enough. This urges teachers to deeply study relevant teaching theories in combination with the practical problems of teaching cases. Teachers' learning at this time is to solve practical teaching problems, with clear purpose and strong desire, and often get twice the result with half the effort. Meanwhile, seeing is believing. Teachers learn teaching theory by writing living teaching cases. No longer abstract, empty and dry dogma; It is a very useful thought and method, which is helpful for teachers to internalize teaching theory knowledge, improve the level of teaching theory and guide teaching practice with scientific teaching theory.

3. 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 practice, knowing what they know but not knowing why. Case writing is a reflection on teaching practice. By describing and analyzing appropriate examples from practice, we can more clearly understand why some practices have been successful and why some have not achieved satisfactory results. Through reflection, we can refine and clarify effective teaching behavior and its theoretical basis, so as to guide future practice more effectively.

Cases are also a good form for teachers to sort out and record their teaching career. In schools and classrooms,

There are many people and things worth thinking about, studying or remembering. Some things or ideas are not suitable for writing a paper, and they 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. It is a personal teaching file and teaching history with unique preservation and research value.

4. Promote teachers' communication and discussion.

Case is the story of teaching situation, and different people will have different interpretations of the story, so case is very suitable for communication and discussion, and can be an effective carrier of teaching and research activities and teacher training. Teaching 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, it is easy to spread and communicate, and it is more popular with teachers. According to the actual situation of education reform, schools and teachers can determine the discussion theme at a certain stage, collect materials, write cases, exchange discussions around a certain theme or topic, and combine relevant theoretical study and practical reflection to make teaching and research activities more targeted and effective.

5. Formation of teaching and research achievements.

Writing teaching papers and research materials is of course teaching research; Writing teaching cases is also teaching research. Teaching cases, teaching papers and research materials are all teaching research results. Relatively speaking, teaching cases are relatively small and single teaching research results, while teaching papers and research materials are relatively large teaching research results. The teaching case of a special research is not only the teaching research achievement itself, but also a good material for writing teaching papers and research materials. This material is typical after processing. Teaching papers and research materials written with such materials are closely related to reality, rich in content, vivid and true, convincing and appealing.

6. Improve teachers' professional ability.

(1) Improve teaching practice ability

Writing teaching cases by teachers is a close combination of teaching practice and teaching research. Teachers are both actors and researchers when writing their own teaching cases. Teachers can deepen their understanding of teaching theory by describing and analyzing specific teaching behaviors; Moreover, through the guidance of teaching theory, teaching behavior can be scientific and reasonable. To write a good teaching case, it is necessary to reveal the problems involved in the teaching case, conduct in-depth analysis and research, gain a clear understanding, and better solve a problem. Although teaching cases are individual phenomena, they are typical and represent a certain tendency. Often writing teaching cases can keenly find problems with tendentiousness and find ways and methods to solve similar problems. Teaching cases can also reflect the teaching rules. With the deep understanding and accumulation of typical teaching cases, we can truly understand the teaching rules from point to area, from the phenomenon to the general, from the essence, and establish a set of scientific thinking mode, efficient working methods and good working habits to make them automatic, thus reducing the blindness and randomness of teaching, improving teaching efficiency and improving teachers' teaching practice ability.

(2) Improve teaching and scientific research ability.

Writing teaching cases, writing teaching papers and writing research materials are three aspects of teachers' teaching research, which are inseparable. Writing teaching cases is the basis of writing teaching papers and research materials. Writing teaching papers is the promotion of writing teaching cases, while writing research materials is the sublimation of writing teaching cases. The combination of these three aspects can urge teachers to closely combine teaching action with teaching research, teaching theory with teaching practice, and teaching experience with teaching science. In these three aspects, writing teaching cases is a very important foundation. Only by laying a solid foundation can teaching research be by going up one flight of stairs. Therefore, compiling teaching cases plays a very important role in improving teachers' teaching and research ability, which needs teachers' full attention. With the foundation of writing teaching cases, it creates good conditions for writing teaching papers and carrying out subject research, which can greatly improve teachers' teaching and research ability.

7. Improve teachers' comprehensive ability.

(1) Improve observation ability

Teachers write teaching cases and look for typical cases. There are many teaching cases every day, but it is not easy to find typical examples from many daily teaching cases, which requires keen observation ability. Writing teaching cases and telling teaching stories should reflect the characteristics of being typical, concrete, vivid, vivid and intuitive, giving people an immersive feeling. Teachers must form a realistic expression of relevant teaching facts and also need to observe them carefully. Therefore, writing teaching cases can encourage teachers to observe teaching phenomena, find teaching problems and persevere, thus forming the habit of observation and improving their observation ability.

(2) improve thinking ability

It is also an important research ability to use the viewpoint of teaching theory to solve practical teaching problems. Each case has a core part and a secondary part. In order to eliminate the interference of minor parts, focus on the core part of the case and find out the close relationship between the core part and the teaching theory, teachers need to use the viewpoint of teaching theory and the method of analysis and synthesis to refine the theme of the teaching case, solve the specific problems reflected by the teaching case, explore ways to solve general problems, develop the good habit of thinking with their brains, master the law of guiding teaching work with teaching theory and improve teachers' thinking ability.

(3) improve innovation ability

Teaching cases compiled by teachers can be used as detailed materials for teaching research. Starting from the clues of teaching cases, thinking about the teaching phenomena reflected by teaching cases may produce some profound understanding and unique insights, and then make some innovations, such as removing the rough and selecting the fine, removing the false and retaining the true, and making it organized and scientific from the outside to the inside, so that it is possible to find some teaching laws, especially those that solve certain teaching problems, and thus produce some innovations. More innovation will improve teachers' innovative ability.

To sum up, teachers' writing teaching cases is suitable for teachers' actual situation and conducive to teachers' sustainable development. It is an important form of teaching research and an effective means of teacher training. It is very necessary to write teaching cases, and the operation is not difficult. Teachers can write teaching cases as long as they are willing to write. As long as you write often, you can get great improvement; It is possible to write a case if it is constantly improved. Teachers can become research-oriented teachers by writing teaching cases to meet the needs of teaching reform and development. Therefore, the author thinks it is necessary to encourage teachers to write teaching cases.

Fourth, the structural elements of teaching cases

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 class, you should explain the background of the class, whether it is a key school or an ordinary school, an experienced excellent teacher or a young new teacher, a prepared "open class" or a usual "home class", and so on. The background introduction doesn't need to be comprehensive, but 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 it is 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 cut in from the most rewarding and enlightening angle, choose and establish the theme.

(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, to introduce how teachers guide students to master learning methods, it is necessary to write clearly how students change 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) Evaluation

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 also practical and emotional, which arouse people's praise and inspiration.

V. Methods and key points of compiling 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. be a matter of record

When writing, consider: Who are the main actors and the 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 the 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

To write a good teaching case, we need to pay attention to three key issues.

(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 various problem situations in teaching activities and need to make judgments, choices and decisions. 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 be able to give full play to this feature, and another important aspect of the psychology of leading figures is the psychological activities of students. 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) Having original 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 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.

Six, the standard of excellent teaching cases

(1) A good case must contain a typical problem or problem situation-no problem or problem situation can not be considered as a case, and no problem or problem situation can not be considered as an atypical case.

(2) A good case should focus on a central topic-highlighting a theme,

If there are multiple themes, the narrative will be chaotic and it will be difficult to grasp the main line of events. At the same time, we should also be careful not to exaggerate personal emotions or emotions too much, so as not to shift the focus of the case.

(3) A good case describes a real life scene-the narrative of the case should put the events in a time-space framework and focus on the problems faced today, at least what happened in the last five years. The whole factual materials displayed should be coordinated with the whole era and teaching background, so readers of such cases are more willing to contact. A good case can make readers feel immersive and resonate with the people involved.

(4) A good case should tell a story-

A case must have a complete and vivid plot. Need to explain the time, place, people, etc. According to a certain structure. At the same time, the narrative and comments on the incident are also necessary parts, and it is best to include some dramatic conflicts. For classroom teaching cases, there should be ups and downs in the process of teaching conflicts, and students express their different opinions around a central issue of discussion.

(5) The narrative of a good case should be specific and informative-the case should not be a general description of how things are, nor should it be an abstract summary of the overall characteristics of things. All kinds of information provided by the case should be accurate and on-the-spot, including the background materials related to the case, especially the first-hand materials, and should also be specified, because the background materials often explain the scene where the problem occurred and imply some important reasons for the formation of the problem. However, it should be noted that the description of background materials should not affect the grasp of the essence of the main issues.

(6) A good case should include materials quoted from the objects reflected in the case-case writing must have an objective attitude, so some oral or written, formal or informal materials, such as dialogues, notes, letters, etc. Can be cited to enhance the authenticity and readability of the case. Important factual materials should indicate the source of information.

(7) A good case must clarify the nature of the problem-what is the nature of the problem mentioned in the case? Is it a problem of teaching strategies, students' behavior or the relationship between teachers and students? And so on. This is the key to case analysis. Don't let the flood of information interfere with your basic judgment on the nature of the problem.

(8) A good case needs to put forward solutions to the problems it faces-the case should not only ask questions, but also put forward the main ideas and specific measures to solve the problems, including the detailed process of solving the problems, which should be the focus of case writing. If a problem can be solved in many ways, then the most suitable solution should be the one that is most closely related to the specific background material. If there is a universal solution to all diseases, then the form of cases is unnecessary.

(9) A good case needs to evaluate the decision that has been made to solve the problem-evaluation is to provide a reference point for new decisions. At the beginning or end of the case, the writer can comment on his own problem-solving strategies and point out the basic arguments and values of the case.

(10) A good case should reflect the complexity of teachers' work and their inner world-the case should reveal the inner world of the parties to the case, such as attitudes, motivations, needs and so on. In other words, it is necessary to focus on certain problems and show teachers' mental process of finding problems, analyzing problems, solving problems and reflecting on their own development in practice.

Cases can directly and vividly reflect the specific process of 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, we must first have the foundation of practice and the accumulation of experience, secondly have certain writing skills, and more importantly, strengthen theoretical study and constantly 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.