什么是教育专业学位教学案例:概念框架与问题分析  

Teaching Case in Professional Master of Education Programs: Conceptual Framework and Major Problems

作　　者：陈学军[1] CHEN Xuejun(School of Education Science,Nanjing Normal University,Nanjing 210097,China)

机构地区：[1]南京师范大学教育科学学院,南京210097

出　　处：《教育学报》2023年第1期75-89,共15页Journal of Educational Studies

基　　金：国家社会科学基金教育学一般项目(项目编号:BFA210063)研究成果。

摘　　要：明晰教学案例的概念框架,是深化教育专业学位教学案例开发工作的前提。基于116篇文献的综合分析表明,教学案例须具有教学性、真实性、叙事性、挑战性和开放性。其中,教学性是核心属性,真实性是底线要求,叙事性是形式特征,挑战性是高质量教学效果的基础,开放性是知识观的集中体现。对照此概念框架,结合672篇征集教学案例看,当前的教育专业学位教学案例普遍存在教学属性弱、信息呈现单薄、总结特征较强、核心问题不明、论证倾向突出等问题。教学案例整体质量的进一步提升,需要着重从四个方面入手:强化案例开发与人才培养观念真实变革的联系;开展精准的校本化工作坊培训;推动教学案例的“编用结合”;给予案例开发认可和支持。Clarifying the conceptual framework is the premise to improve the development of teaching cases. Based on the narrative review of 116 literatures, the paper synthesized 5 core attributes of cases, namely, instructional, authentic, narrative, challenging and openness. Among them, instructional attribute is the core, authenticity is the bottom-line, narrative is an important feature of case style, making challenging for learners is the basis of high-quality case-based teaching, and openness mirrors the new knowledge concept of teaching case. According to this conceptual framework and 672 cases from case collecting activity, the current teaching cases in professional Master of Education programs have five major problems: weak instructional attributes, thin case information, strong summative characteristics, unclear core issues, and obvious deduction orientation. To further improve the quality of teaching cases, we should strengthen the connection between case development and teaching reform, organize school-based workshops, promote the combination of case development and case use, acknowledge the research nature of teaching case, and support teachers’ case development.

关 键 词：教育专业学位 教学案例 概念框架 征集案例 

分 类 号：G40-058[文化科学—教育学原理]