The steps of case-based thesis writing should be familiar with case teaching, and it is still a long process to master case writing. However, it is not difficult to write a case with its own characteristics on the basis of understanding the relevant format of the case, clarifying the main points of the case and referring to relevant foreign cases. When writing a case, the writer must clearly realize that the case should reflect a real event and stimulate everyone's thinking.
P.R. said: A good case is a tool to introduce some real life into the classroom for teachers and the whole class to analyze and learn from. A good case can make the class discussion always focus on the thorny problems that only exist in real life. It is the foundation of academic thought galloping. A case is a record of a complex scene, and the anatomical analysis of this complex scene must be truthfully restored to make people understand it. In the class discussion, everyone analyzed and expressed the case, and various viewpoints reflected different ways of thinking. To achieve the above points, the case must be reported first. In fact, case writing is as simple as writing a good report and as difficult as writing a good report.
Case teaching pays special attention to the discussion of difficult problems, which is to stimulate students' thinking in the discussion and make them constantly clarify their understanding of related issues. In fact, teachers, especially those who are new to cases, should also pay attention to mutual discussion when writing cases, and pay attention to combing cases in discussion and research to better reflect the difficult problems to be discussed.
(A) the general procedure of case writing
From this understanding, teachers, especially teachers' groups, can follow the following procedures when writing cases:
1. First, select one or several typical cases and analyze their contents.
The analysis of these cases may involve the following questions: What kind of problems do the cases describe? What does it include? What do you know about these cases? Have you ever encountered similar problems in your education and teaching experience?
2. Make a formal analysis of this case or cases.
On the basis of analyzing the contents of cases, we can consider from the author's point of view: how to read these cases? Do you understand what he wants to say? From the author's point of view, is the content clear? Are the details described in the case detailed? What parts are included in the box? What is the relationship between the parts?
3. Using brainstorming method, please ask each teacher to talk about the difficulties or dilemmas he encountered in his education and teaching experience.
Any case revolves around some problems. After the previous analysis, teachers can have a certain understanding of the structure of the case, so it is completely feasible to mobilize everyone's thinking and consider some difficult problems encountered in their own education and teaching experience. In this step, each teacher talks about some problems he has encountered, and other teachers talk about other problems he has encountered, without repeating them. Special attention should be paid to these dilemmas. The awareness of the problem or the raising of the problem is the first step in the formation of the case, which provides the basis and focus for the case. ?
4. Divide all the problems into different categories.
The questions raised by teachers will inevitably overlap and overlap with each other, and there is also a lack of a certain logical order between them. Therefore, it is particularly necessary to combine similar problems and classify similar problems into one category, so as to clarify the problem itself.
5. The teacher writes the first draft of the case alone, and the length is limited to about 2000 words.
The different topics mentioned by teachers in brainstorming have a certain logical structure after integration. Next, each teacher or several teachers can write the first draft of the case around their own topics. The length of the first draft does not need to be too long, and it can be limited to about 2000 words. When writing, one should consider whether the problem of definition is clear, and the other should consider whether the expression is appropriate.
6. Hold a case meeting to discuss the content and form of the case.
There are two forms of discussion, one is 3? Four teachers discuss a case written by one teacher, and the other is 3? Four teachers show their own cases at the same time, focusing on these three? Four cases are discussed. This stage is somewhat similar to the group discussion in the case teaching process. The discussion should not only pay attention to the content of the case, but also pay attention to its manifestations, and put forward specific suggestions for the revision of each case.
Case essay model essay? Problem students? Educational cases
Abstract: This paper takes the art classroom in primary schools as the research object. Problem students? To improve teaching efficiency, we must use hierarchical teaching to stimulate the interest in learning art and improve the ability of autonomous learning.
Keywords: teaching efficiency, autonomous learning interest
First,? Problem students? The current situation of primary schools
? Problem students? Usually, he is the destroyer of class collective honor. Everyone in the class hates him, fears him and doesn't want to get close to him. He lost his collective friendship and sympathy. Even if he has the courage to correct his mistakes, it is often difficult to get attention, trust and encouragement, which leads to psychological confrontation; On the other hand, such students are usually not interested in learning, have no self-confidence, have poor learning foundation and unclear learning goals, and often become the targets of teachers' criticism, parents' abuse and classmates' ridicule.
For example, there is a boy in the third grade of our school. No matter what class he takes, he deliberately kicks his classmates, plays with learning tools and throws rubber crumbs at them, and no one cares about him. He just stayed there for a while, and the class did nothing. After class, he has never read any books related to study, and he often runs around in the corridor or class, hitting people and enjoying it. Class teachers and subject teachers criticized education many times. The boy promised to correct every time and study hard in the future, but he never put it into action, as always.
So this student is to some extent? Problem students? A typical representative has no interest in learning, lacks the consciousness and ability of autonomous learning, is tired of learning, has no goal in life, has a weak sense of responsibility, and muddles along. This situation makes the teaching efficiency of art class relatively low, which goes against the school's philosophy and is not conducive to the development of students. The current situation is not optimistic.
Second,? Problem students? Problems that are easy to appear in art class
This kind in art class? Problem students? Usually like to play pranks during homework, such as drawing? Shit? Classes like to make noise. However, such naughty students often perform well; It's just that their concerns are different and their concerns are different, so there are often some unruly performances in class. For example: yes? Problem students? Show some strange things in the exercise book, some? Problem students? I like to draw things that adults can't understand, and even draw with great interest, and I enjoy it, and the picture books are quickly consumed.
Third,? Classroom problems? Views and improvements of
First of all, I think this is a normal phenomenon. Because students will have students with similar personalities in the process of classroom learning, and the western educational thoughts support and actively guide them, this phenomenon is often considered abnormal in China, because the current educational soil is not suitable for the growth of such students. The social soil is also immature, which makes the development of such children a problem.
Secondly, art teachers should improve classroom efficiency and students' interest in learning; We should guide and educate correctly; Want to let? Problem students? Do you know why you paint and rent? Problem students? Can you show a painting with inner civilization and guide them to express their inner feelings through brushes? Truth, goodness and beauty? They will change.
So, how to improve the efficiency of art class?
( 1)? The podium? Become? Stage? , stimulate interest in learning
Interest is one of the basic motivations for students to learn art. If our art class is full of interest and charm, it means that students will feel a strong artistic appeal while learning and accumulating. In the process of classroom teaching, teachers can start with enriching the theory of art history, which plays an important role in work and life, to help students define their learning objectives, stimulate their indirect learning motivation, enhance their autonomy, let the emotion of active learning run through art learning, and let students learn to appreciate beauty and have fun in art classroom. At the same time, we can use template painting, wall charts, physical objects and other media, and use games, stories, children's songs and other means to create a fascinating teaching atmosphere and teaching situation. Teachers can attract and infect students' emotions with positive emotions, let students get emotional buzz, let students experience that art class is a relaxed and imaginative teaching activity, and thus agree to accept teachers' teaching content.
For example, what is the art class "Drama Characters" in the fifth grade of primary school? Peking Opera? However, students are generally unfamiliar with Beijing opera and are far away from it. What should Peking Opera characters do in class? Old student? 、? Hua Dan? 、? Xiao Sheng? Wait, the character feels weird and boring. When I teach, I will tell my students-? Yangmen female general Mu? Story, and showed them a selection of Peking Opera films headed by Mu. I'll play? The podium? Become? Stage? Students are scrambling to imitate the movements of Beijing opera heroes, studying very seriously and having a strong interest. I also demonstrated one live? Wusheng? The deliberate naivety of traditional Chinese opera characters has aroused students' interest in learning, made them bravely enter the creative field, and achieved ideal teaching results.
(2) clear? Love? Art class? Teaching students in accordance with their aptitude?
In art teaching, teachers should not regard art teaching as pure technical training, but should pay more attention to how much art knowledge students have learned. As for how to improve students' aesthetic ability through classroom learning, different students have different requirements, so as to popularize artistic common sense. Teachers should pay attention to improving students' aesthetic taste. Problem students? Personal skill guidance. Treat? Problem students? Give a tolerant heart.
Art class is already very active. Problem students? Lively and active, active in thought, it is inevitable to get rid of the teacher's mind? Circle? . According to research, when I was a child, I only had Nuo Nuo. Especially obedient? Our children will not achieve much when they grow up, but they will show many problems when they are young? Problem students? As long as the essence is not bad, many people will achieve something when they grow up. So as an art teacher? Problem students? Give more love and more space than ordinary students, and teachers should be tolerant and not too hard on them as long as they don't do it? Big circle? Don't come out? Big plaid? Don't limit it too much. Teachers can guide them independently from life. Basic shape? Start imagining and practicing, using? Basic shape? Learn symmetry and balance, understand the importance of contrast, master the methods of contrast, and then learn more about the combination picture of objects, so that they can learn the symmetrical, balanced, changeable and unified organization form in the picture. Teachers should take the all-round development of students as the fundamental goal of teaching and fully realize that the development of students is all-round development.
(3) respect? Theme? Children's self-esteem
Everyone has self-esteem, to some extent. Problem students? Self-esteem is even stronger than the average person. For various reasons, problem students? They are traumatized, for example, they have been criticized many times, or they have been punished, and their grades are very poor, so they feel inferior. In this case, we should sincerely care about them and inspire their self-esteem with warm love.
Art learning is a conscious, positive and active process. Students should not simply be the object of the learning process and passively accept knowledge, but should become the subject of the learning process and actively acquire knowledge with interest. This kind of study is effective. Teachers can adjust the teaching emphases, difficulties and related contents according to the actual situation of students, take students as the foundation, pay attention to students' development as the benchmark, carry out effective teaching design, and choose the subjects that students are familiar with as the starting point to start teaching. Teachers can also provide examples of various forms of expression for students' reference, which fully embodies the modern teaching concept of student-oriented. Because of students' different qualities, in art classroom teaching, teachers can implement stratified teaching according to the situation, objectively divide students into multiple levels according to their different qualities, and pay attention to the depth of preparing lessons, distinguish the different difficulties of making template paintings at each level, arrange homework and guidance at different levels, set the scale of teaching objectives according to each level, and strive to improve students at all levels, which fully embodies the teaching of individualized and differentiated treatment.
Hierarchical teaching method is based on respecting students' individual differences, which can fully mobilize students' initiative, enthusiasm and participation in learning, let students choose their own levels and change passive learning into active learning. Is this true, too? Student-oriented? The effective embodiment of the idea.
In addition, teachers should not pay too much attention to their own shortcomings and deficiencies, but should affirm their own strengths and weaknesses, and should not criticize, satirize, belittle or hurt their self-esteem in offices, classrooms or public places.
Four. Concluding remarks
In short, problem students are like crooked saplings, as long as teachers have them? I don't regret that my belt is getting wider and thinner for Iraq. With spirit, meticulous work, proper methods and perseverance, we will certainly cultivate an upright Song and a strong Song. Regardless? Problem students? How many questions do we have? As long as he is our student, we will use love to solve their difficulties and solve their difficulties. Question? Let them write the answers to their ideal life.