案例教学在教育科研方法课程中的实践研究  

Research on the Teaching Practice of Case Teaching in the Course of Educational Research Methods

作　　者：刘京京 LIU Jingjing(Hebei Normal University,Shijiazhuang,Hebei,050024,China)

机构地区：[1]河北师范大学,河北石家庄050024

出　　处：《教育与教学研究》2020年第5期86-95,共10页Education and Teaching Research

基　　金：河北师范大学教学改革研究项目“案例教学在教师教育模块课程中的应用研究”(编号:2018XJJG025)。

摘　　要：案例教学应用于教育科研方法课程教学,有利于推进人才培养模式的创新,实现理论与实践操作的整合,提高学生教育学基础理论素养与问题解决能力,提升教师运用教育学理论的能力。案例教学在教育科研方法课程中的实施分为三个阶段:课前准备阶段,教师确定教学目标、选择适合案例、规划教学过程,学生协助教师搜集案例、熟悉案例讨论议题;课堂实施阶段,包括案例引入、案例分析和案例讨论;课后阶段,师生总结和深化案例研究。在案例教学实施中,教师需要选择典型研究案例,实现教学的情境化;采用多种教学方法相互融合,实现教学最优化;注重案例库建设,丰富案例教学资源。为保障案例教学实施的效果,学生需要做好充分的课前准备、课中的过程参与、课后的反思与总结。The application of case teaching in educational research method courses is conducive to promoting the innovation of talent training mode,realizing the integration of theory and practice,improving students’ basic theoretical literacy and problem-solving ability of pedagogy,and improving teachers’ ability to apply pedagogy theory.The implementation of case teaching in this course is divided into three stages:pre-class preparation stage,the teacher needs to determine the teaching objectives,select the appropriate cases,plan teaching process,and students assist teachers to collect cases and familiar with the cases;classroom implementation phase includes case introduction,case analysis and case discussion;after class stage,the students should summarize and deepen the case study.During case teaching,teachers need to select the typical case to realize situational teaching;use teaching methods of mutual integration to realize the optimization of teaching;pay attention to the construction of case library to enrich case teaching resources.In order to ensure the effect of case teaching,the students need to make full preparation before class,participate in the process of class,and carry out reflection and summarization after class.

关 键 词：案例教学 教育科研方法 教学实践 

分 类 号：G642.0[文化科学—高等教育学]