First, what is case study
"Student." Refers to teachers based on student's cognitive level, knowledge and experience, to guide students to construct knowledge and the preparation of active learning program. Science is essentially the case of teachers to help students master the teaching materials, communication, learning and teaching The bridge is also autonomous learning and capacity building as an important medium of knowledge, a "Guidance, guided listening, guided thinking, do lead" role.
Case study features:
1, issue exploration is the key to the case study, it can serve "to ask extension ideas, ask rally because" the effectiveness, and help students to master the theory expounded in the key.
2, the case study of knowledge consolidation is the focus of the case study preliminary goal is for students to learn independently, knowledge of the textbook analysis of comprehensive, summarizing, forming a complete scientific system.
3, read and consider is the characteristics of the case study can be read on the Text thought, but also to broaden their horizons, stimulate interest and design a series of readable, educational article, including closely related to the content being taught history, renowned experts, research results, and other hot topics of modern science.
4, the consolidation exercise is the focus of the case study, in order to explore the basis for students to independently practice the consolidation of a number of targeted, on the subject of exploration to analyze, discuss the exploration, not only to consolidate knowledge through problem solving, control methods and develop skills, but also to optimize student's cognitive structure, training innovation.
2, the reason for the case study teaching
(A) raise the question
1, the needs of students
2, teaching the need for reform
Lesson plans and learning the difference between the case:
Objective: lesson plans - lessons for teachers to prepare Shang Hao
Case study - to provide guidance for students learning
Nature: lesson plans - teacher centers, one-way, closed
Case Study - Student Center, interactive, open
Role: lesson plans - teachers, self-direction, students are the audience
Case study - teacher organizations regulation, students are lead
Express: lesson plans - interface structured, strict and careful formulation, multi-use written
Case Study - friendly interface, expressed lively, multi-purpose spoken language
"Study case" built on the basis of lesson plans developed for students to learn a learning program. It lets students know the teacher goals, intentions, so that students can come prepared to the students to know, participate, In the teaching process, teachers not only the organizers played lead role, but also the regulator of the overall activities of the process and local obstacles to the Paichu Zhejiao Se. "Learning plan" effects: it Keyizhidao preview can also be used Ketang teaching and learning system is a good case study materials.
(B) "Student teaching" role
1, in order to help students self-
2 and improve the level of modern teaching
3, students learn how to learn, learn to
4, to promote the role of teachers change
5, case teaching, the student learn the spirit of innovation
6, establish a new philosophy of education - student-centered, teacher-student equality
7, allows students to try to success and happiness
8, is an effective way of quality education
Third, learn how to prepare the case
(A) the principle of designing learning
Case study of teachers prepared handouts to guide students, not teachers lesson plans for enrichment, in order to achieve the best of classroom teaching, the preparation should pay attention to the following principles:
(1) class of principles
Sub-class treatment of learning content, to prevent the contents of only a few small feature written a case study, the general theme for 1-2 hours a little.
(2) issues of principle
Point to explore the knowledge issues into points, ability points, through the questions for knowledge points (in the form of questions designed problem sets), questioned the construction, stimulate thinking, to develop students ability to quality and creative quality.
(3) the principle of
In school design in the case consider the students involved in learning. Case by learn to create opportunities for everyone involved, encourage the enthusiasm of everyone involved to improve the capacity of all involved, encouraging everyone to participate in the awareness of students participating in the study .
(4) Method Principles
Strengthening Instruction for Learning. Through the case study teaching change "delegate to fish" as "giving the fishing", while paying attention to the direct of the basic and developmental.
(5) the principle of hierarchy
Case, in the preparation of learning difficulty should be different, disorderly learning content processing into orderly, step in nature, consistent with the law students to understand each class learning programs so as to improve the quality of all students to comprehensively improve classroom teaching quality.
(B) the preparation of the requirements of the case study
From the "missionary" to "case study" of the changes, we must target the teachers into student learning goals, learning objectives designed to study the program to the student. Based on students existing knowledge, learning ability level, and teaching requirements, refer to all aspects of information, to develop a set of self-learning "study the case." characterized by: the focus of teaching the teacher how to "teach" into how students "learn" and to have the pre-and guidance,
Subjects of the study design and preparation of the case of the general requirements:
(1) clarify the relationship between teaching and learning, and strive to provide students with more learning, ask yourself, self made, self-training methods and opportunities to students to truly become the masters of learning and enhance learning.
(2) to guide students to think independently to achieve mastery of knowledge (learning) and development capacity (will learn) the unity of the case of a student to learn to acquire subject knowledge and academic learning system, the carrier fundamental basis for teacher education.
(3) to achieve comprehensive development of personality development and unity. Learning Plan preparation should take full account of and adapt to different Cengcixuesheng the Shiji 能力 and knowledge, so that studying the case of Tan Xing have greater and adaptability.
Generally speaking, the preparation of the case study carried out largely by class, the basic synchronization classes and teachers, a good case study should play these roles: (1) arouse motivation, stimulate imagination; (2) closely linked to the outline, broaden their horizons; (3) to study the law, capacity-building; (4) is for all the various levels; (5), reasonable structure, easy to use.
(C) the case study method of preparation
In the preparation of "study case" should be based on learning the content, objectives and circumstances of learners change, not stereotyped, fixed format. But "teaching-oriented school as the main body to science-based, because of school On Education, "In this review, follow the step by step with the principle of the steps, sub-Cengci 地 with knowledge and ability to apply theory in the steadily deepening. students at different levels according to different level objectives required to study independently. Teaching of" Student " design is generally divided into four parts:
1, clear teaching objectives established knowledge structure
Case study to demonstrate a clear and specific learning objectives. That knowledge goals, ability goals, moral goals.
Knowledge structure, including subject knowledge structure, unit or chapter of the knowledge structure, knowledge structure class. Through knowledge structure analysis, knowledge structure, students will learn the knowledge of a holistic understanding of the macro.
2, grasp the knowledge of the heavy and difficult to find the best starting point
"Study case" the key and difficult issues to students, to a certain way of thinking to guide and inspiration for students to own brains, analyze and solve problems, deepen their knowledge in exploring the deepening of understanding, to develop students ability analyze and solve problems and thinking.
3, design students apply knowledge
The problem is that design is appropriate to guide the students to explore an important means of knowledge, is the "study case" the key to the design. Teachers should based on learning objectives, learning content, based on the case of students, carefully designed questions. The problem set to be based on students existing level of knowledge and the overall quality of certain scientific, inspiring, interesting and practical. still have some level.
4, through self-examination practice and reinforce learning in a timely manner
In "Learning plan" Eventually, some of the self-examination after the self-learning Tansuo Gonggu. Students different levels, understanding and problem-solving ability Wenti have Jiaotaiciyi, Zixue process might occur Xuduogege levels of new problems to help students find good time to practice these problems and to correct and timely guidance in cultivating student's subjective consciousness and thinking is essential.
(D) the preparation of the contents of the case study
Bianzhi case study lesson plans should based on student learning should be embodied psychological characteristics, according to different teaching content Sheji. It generally can be divided into four parts. Qinei Han 包括 "learning goal", "learning Zhongdian" , "learning difficulties", "Reflections on", "read the textbook," "Guiding Students with Learning."
1, learning objectives
2, knowledge constitute
Constitute the basic thread of knowledge can be divided into two parts, and basic knowledge. Clue is the high content of a lesson summary, basic science knowledge is the core of the case, including knowledge structure, the basic knowledge, the teachers of the coaching and set up the suspect, confirmed of materials. The arrangement of elements to reflect on teaching intentions. For the key to design a question for the content.
3, learning
School case study method described in the main content is designed for the study. Generally include memory methods, understanding point of view, theories used.
4, skills training
Skills training is learning a lesson the test, which has multiple choice, fill in the blank, so his ERA and quiz questions. Training in issues of design, to reflect the specific, practical and feasible, we must have basic knowledge inspection, but also basic skills training. to promote a variety of Questions in a reasonable match, arranged from easy to difficult questions, control the number of exercises, by easy question: Medium Title: the ratio of 7:2:1 grade entitled to write, To take into account the higher degree students may choose to do the appropriate preparation of a number of issues, broaden their knowledge horizons and improve learning.
(E) case study prepared by the general section:
Year subject teachers teaching subjects
Learning points (target)
Heavy, Difficulties
Learning ideas
Learning Ways
Synchronous Exercises
Self-evaluation
Summary
Exercise answers and tips
Resource Links (extra-curricular development)
Differences in the level of impact on teaching students the solution of
Method 1: Guiding Students with Learning Method
What is a case study
Case study is the recognition level of the student teachers, knowledge and experience, to guide students to construct knowledge and the preparation of active learning program.
Guiding Students with Learning is the case in teaching to school for the carrier, Guidance for the method of teaching strategies focus on the direct of a system.
Used in the educational Guiding Students with Learning method can effectively reduce the differences between the standards of students of teaching arising from the negative effects. Generally is the case we develop good study to students (often the teacher machine for file sharing), in teaching synchronization process to use. As the case study have clear teaching objectives, learning the main line, and difficult to explain, explore the question, Learning, thinking, development, etc, can effectively serve students with different levels of functionality Guidance, easy to students step by step in-depth, get what they want.
Method two: teaching the same class stratification
The so-called hierarchical teaching the same class is similar to classes in the knowledge structure, cognitive level and interests of students for the same level, based on the actual situation to the whole class is divided into A, B, C three levels of teachers based on the layers features to develop appropriate teaching objectives, set all kinds of teaching tasks, so that each layer of the students are to develop a teaching method. stratification teaching mainly implemented through four specific aspects:
1, dynamic layers, clear objectives.
To a class of students is divided into A, B, C three, respectively, based on three layers, layer and improve the development level. A general cognitive structure for teachers based on student differences, differences in cognitive ability and cognitive emotional differences to determine which level they belong to, of course, have to consider self-evaluation of students and wishes. This layer has two characteristics, that is hidden and dynamic. recessive means that stratification is not teaching a whole unit The separate, but unified under the premise of teaching objectives and tasks of the individual requirements of the stratification. dynamic means that with the advancement of education, according to cognitive level, structure and capacity changes, may at any time level adjustments.
Although the level itself is dynamic, but one of the basic stability is established. Teachers must make students understand all levels of learning objectives and requirements. We are on target substrate layer as "laying the foundation, public confidence" and raise the level of the target is "to promote internalization, stand development", development level goals are the "innovation, the results."
2, task stratified according to level compliance.
To teaching students stratified layer is a prerequisite. The teaching of the core layer is a hierarchical organization of teaching activities, namely the establishment of hierarchical goals, the implementation of the task layer, hierarchical organization guide, complete hierarchical evaluation The key is the task layer. the so-called hierarchical task is to organize the teaching of teachers in specific activities, students of different levels according to their established goals to determine the corresponding task.
This task layer, each layer to fit the needs of students so that students can feel the successful levels of happiness, and thus to mobilize the enthusiasm of all students, consistent with the principle of all development in teaching.
3, layered exploration, hierarchical clear up doubts.
Inquiry to solve the tasks. Under layers of different characteristics of students, we usually have three ways for students to explore the options:
This is the basis of inquiry demonstrate relatively poor students with an inquiry approach. Student teachers in the classroom by mimicking some of the demonstration operation, to "consolidate the foundation, step by step, copy improvement" objective inquiry.
Oriented basis of inquiry for a certain autonomy, but to explore a certain degree of difficulty students. Student teachers have been under a pre-set a task to complete the path, developed by teachers to guide recursive chart to complete the task the inquiry. inquiry goal is to "string a good thread, default suspense, follow Step by Step."
Autonomy are the basis for exploration, with independent research and innovative ability of students. In this inquiry activities, teachers will only determine the direction of inquiry, does not lock specific tasks, students explore the activities carried out under this direction. Goal is to " autonomous learning, self-exploration, the formation of style. "
Of course, students explore the layers of problems, teachers should promptly answer doubts and dispel doubts. Dispel doubts as to individual and collective dispel doubts and dispel doubts combination.
4, division and a degree, the overall upgrade.
According to constructivism, cooperative learning is to achieve an important goal of teaching learning. Stratification teaching in the implementation of cooperative learning (teaching) usually includes the following three aspects:
Feedback between teachers and students, including collective, common to the construction, case studies, the overall evaluation. Teachers, mentors from the traditional into the student learning guide, collaborator, students who take the initiative to help build, the designer of the classroom situation. Teacher cooperative interaction among students, enabling students to explore more targeted, more confidence, is more reasonable and better teaching.
Layer between the students cooperate with each other outside the guidance level, collaborative interaction and complementary advantages. The usual way is: insert points on each floor room seating arrangement conducive to cooperation, the task layer to facilitate cooperation and coherent, dynamic hierarchical encourage cooperation, hierarchical Standards so that students prepared to work together.
Students between the students and the media use of network and computer itself, to solve the problems encountered in learning to learn how to learn, learn to explore.
Method 3: Set to help share
We also used a relatively simple and effective method - to set these issues, "to share to help."
Specific methods: shared key is applied to help set up the Help menu in Windows, the practice. The teacher computer to establish a shared folder, and inside there are some content-related knowledge and teaching points, explanations, and basic operation method described in the text, students in the operation in the event of difficulties, teachers can share the machine with the help file, and then the control instructions to solve the problem.
Such as "Explorer", and we will help set the table 3 (in part) to prepare to share.
Method 4: Case Study
Case of a teacher in-depth study of the teaching materials based on the combined analysis of student learning, summarize some of the typical subject matter knowledge and skills (the case), in the classroom through presentations, analysis and participated in the study jointly with the students to achieve deeper understanding of the subject matter of these methods.
Case analysis, the key is how teachers can choose the right case. Cases are generally content with the development of teaching, students have misgivings difficult to explore, students have great interest in the students easy to make mistakes and is itself difficult to find the operation and theoretical knowledge points. Practice shows that, students through case studies, in particular through teachers to explore the cases, to deepen knowledge on a particular point of Li Jie, sort out the internal between the Liluntiji Guanxi, Tuozhansiwei Kong Jian, Xue Xi interest in enhancing . case of dynamic classroom teaching will be able to make well-based pupils perception (trigger the problem), so that the average pupils understanding, so that students with poor insight generated to achieve the common objective of improving.
Case study design
"Guiding Students with Learning" in the middle of labor and technology in the practice of teaching and thinking
"Guiding Students with Learning Method" is a new teaching model, which aims to student learning, students self-learning ability, improve teaching effectiveness.
First, what is case study Guidance.
Second, learn the general case, the process of Guidance
1, teachers made the request of teachers and school self-study case design, the layout should be teaching the principles and knowledge of the system starting on the outline, teaching materials and reference materials and teaching their students the knowledge level of cognitive ability and careful analysis and reasonable deal with the textbook, as far as possible the design of the case study focused, decentralized and difficult, to inspire and develop students thinking, the purpose of enhancing student learning. Learning plan should be designed to have the following characteristics: ① around the teaching objectives, materials closely, reflect materials from the whole knowledge structure and the internal relationship between knowledge, so that knowledge can be structured, systematic and total of as much as possible a class in a school case, in order to control the total learning so that students clearly aim to maximize classroom effectiveness of teaching. ② instructive for teaching students the content hard to understand some of the tips should be appropriate, together with the number of thought problems, and guide students to self-study, in a problem solution in students the ability to stimulate students thirst for knowledge. ③ question design should be hierarchical, gradient, students should gradually deepen awareness of the problem. to do step by step, so that students understand that to solve the design problem of teachers do not read no, do not read books also read more No, do not think No light reading, thinking is not deep and not through the line. so that students can really design problems from the teachers to find solutions to problems, learn to read, learn self-study. ④ should meet the needs of students of different levels , make the top students from the school are challenges in the design of the case, students are motivated students with learning difficulties can also taste the joy of success, so that every student learn and gain the maximum mobilization of the enthusiasm of students and improve learning self-confidence.
2, students complete their studies in which self-learning of the problem is to study the Hexinbufen An Guidance. It requires teachers to learn An Yuxianbianxie good, in Keqianfagei students, let them clear Xueximubiao, with the problem right text for rehearsal. At the same time, teachers in self-learning process should be appropriate guidance to students to better grasp the course content, to develop students self-learning ability. In the process of self-learning teachers should do the following: first, to guide students self-study method. If the case told the students to learn what materials can only skim hands before and after the knowledge that the content should be noted that contact can be resolved and so on. to enable students to gradually understand and grasp the material. Second, teachers should ask students to preview in the problem in question make records, so that students with problems to the classroom. This done, we can gradually develop students ability to learn independently. On the other hand, it also enabled the students to gradually develop good habits and the right of self-Preparation methods, and good rehearsal habits and self-study methodology, once the correct form, students can often benefit from life. In short, independent study before class, students are "Guiding Students with Learning," an important part of teaching and its implementation is good or bad, is directly related to teaching objectives can be achieved. Therefore, teachers must pay close attention.
3, to discuss the exchange Zaixue Sheng on self-De Ji Chu, teachers Ying Zuzhi case in which the students discuss the study Youguanwenti, right some of Jian Dan, to understand the content teachers need only Yi Dai Er Guo, and teaching in the key and difficult issues should guide the students discuss the exchange of consensus. The students in the discussion or resolve common problems, teachers should promptly collect in order to dispel doubts in the Jingjiang-time help students to solve. It is noteworthy that the students discuss and exchange process, the teacher should be actively guide students to materials closely, studying the case, the case for the school to discuss issues in the exchange, to avoid hastily or formalism, to maximize the efficiency of classroom teaching.
5, the consolidation exercise
III Thoughts
1, case study guide in the teaching mode should fully reflect the Leading Role of Teachers and the principal role of students. The main job of teachers to students of the organizers, supporters and evaluators, lead students to thinking, develop students creative thinking and innovation .
2, in the teaching process, teachers should be open to all students and all students should be treated equally and avoid irony, sarcasm poor students, for all students to express themselves to the creation of a stage, so that every student can be developed.
3, to achieve the harmonious development of teaching and learning, to guide teachers and students throughout the teaching of science is always, avoid a loss, the entire classroom into a teacher autocracy. Or teacher drift into a "shepherd style" teaching.
4, teachers should use a variety of teaching methods and advanced teaching methods. On the one hand, it enables students to consolidate learning content when the Church, to maximize the efficiency of the classroom. On the other hand students can stimulate the interest of students, improve teaching effectiveness.
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