案例教学困境及其超越的文化思考  

The Cultural Thinking of The Dilemma and Transcendence of Case Teaching

作　　者：李太平[1] 戴迎峰[1] 黄富琨[1,2] 

机构地区：[1]华中科技大学教育科学研究院 [2]湖北工程学院

出　　处：《高等工程教育研究》2017年第4期165-168,191,共5页Research in Higher Education of Engineering

基　　金：华中科技大学2016年自主创新项目(文科专项任务项目2016AA002)"U-S合作与教育研究范式的转型"的研究成果

摘　　要：案例教学是推进专业学位教学改革的重要途径。当前我国专业学位研究生案例教学陷入多重困境,教师的意愿不积极,学生参与的自主性不足,教学案例的适切性低。出现这种局面,有其文化背景,教师科研至上文化、学生"应试学习"惯习、知识至上的教学价值观、案例中民族文化虚化。只有重构教学文化,案例教学才能走出困境,在具体的实践中,要正确认识和定位科研和教学的关系,树立自主、合作、探究的现代学习观,明确案例教学"三位一体"的价值定位,构建本土化的案例课程文化。Case Teaching is the key point in teaching reform of Professional Degree.Currently,there are multiple barriers,such as teachers＇low motivation,graduates＇limited participation and disproportionate cases.This article makes a discussion in four aspects,which have an influence on teaching reform：research-oriented culture,overemphasis on knowledge and Exam-oriented instrumental value,and lack of ethnic culture.In fact,the key to overcoming these obstacles is to reconstruct a healthy teaching culture in universities.For this end,this article suggests a reform that will correctly understand and handle the relationship between research and teaching,that will adjust independence,cooperation and exploration of learning as the basic idea,that will clear value position of the trinity of case teaching,and that will establish national standard curriculum culture on the Case Teaching.

关 键 词：案例教学 教学困境 教学文化 

分 类 号：G643[文化科学—高等教育学]