Why use case studies? What is a teaching case ?

Teaching cases should be clearly narrated and plotted, the language should be simple and vivid, the content should be plain and intriguing, and readable. It should have practical significance, learn from the role and value, can provoke teachers to follow suit, learn strategies on how to deal with similar things, inspire teachers to think, draw useful teaching ideas and lessons from them, and promote the continuous improvement of teachers' professional level.

The case should not only explain the teaching idea and describe the teaching process, but also explain the results of teaching, the immediate effect of a certain teaching measure, including the students' reactions and teachers' feelings, what problems have been solved, what problems have not been solved, what regrets, plans, assumptions, etc. With "problems" as the main line, there are contradictions, conflicts and even "suspense", which can arouse readers' interest and in-depth thinking.

The teaching cases are realistic, which are the true reproduction of specific examples in teaching practice, and have relatively complete teaching plots. The background of the events and the basic process of teaching activities should be described objectively and truthfully. We should not make a general and general description of teaching activities, let alone distort the truth.

Commentaries and analyses should seek truth from facts, reason based on facts, draw truth from facts, and not make empty arguments out of facts.

Teaching cases contain one or several difficult problems, as well as the methods and thinking to solve these problems, which are the hot spots and focal points of teachers' common concern, have strong representativeness, reflect the unity of teaching phenomenon and essence, individuality and commonality, and reveal the typicality of the internal laws of teaching, which can summarize conclusions with universal significance and better guide teaching practice.

Organize teaching materials, select teaching methods, organize teaching materials according to the teaching principles and characteristics of teaching materials, combine the specific situation of students and school equipment conditions, consider teaching methods, and preliminarily conceive the whole teaching process. The organization of teaching materials is diverse, and the same teaching materials can have different organizational structures, but no matter which structure it is, it must focus on the central content, run through the key points according to the internal connection of the teaching materials, and determine the level and steps of explanation. At the same time, in the choice of teaching methods, we must also pay full attention to how to focus students' attention and inspire students' positive thinking.

Designing a good board book and board drawing is an important part of classroom teaching, so enough attention should be paid to it when compiling the lesson plan. The design of the board book can start from the study and analysis of the knowledge structure of the textbook, and can also start from the analysis of students' cognitive rules.

Basic education is in a new era of changing teaching ideas, changing the role of teachers, changing teaching methods, and promoting curriculum reform. Teaching cases should reflect the new situation, new problems, new concepts, new methods, new changes, and new achievements of curriculum reform, revealing the new characteristics and new trends of teaching reform, so as to inspire people to develop new ideas and new strategies, and promote the healthy and in-depth development of curriculum reform.

Design mathematical programs and schedules to review old knowledge and introduce new topics during class; what is the content of the new course; what are the key points to emphasize; how to explain the difficult points; The question of how the final consolidation summary should be carried out and the time taken for each part of the process should be fully considered before the lesson plan is written.

If the teacher uses the traditional "teacher speaks, students listen; The teacher asks, the students answer, and the students practice" to teach, students will feel very bored, and the more they learn, the less they like to learn. Therefore, in classroom teaching, we should strive to be novel in form, entertaining, reduce mechanized procedures, and enhance students' interest in learning.

Teaching headline cases are real, typical, and problematic incidents.

To put it simply, a teaching case is a description of a real situation with a difficult problem, a story in the process of teaching practice, and a description of "unexpected and reasonable things" in the teaching process.

Characteristics of the teaching model.

1) The difference between ** and ** is from the perspective of style and expression, ** is for the purpose of reasoning and mainly for argumentation; Cases, on the other hand, are mainly narrative, with both discussion and explanation. In other words, a case tells a story, and it is through the story that the truth is illustrated.

2) The difference from lesson plans, instructional design, and teaching recordsIn general, the difference from lesson plans and instructional design is relatively easy to understand. Lesson plans and designs are pre-conceived teaching ideas, which are brief descriptions of the teaching measures to be implemented; The case is a reflection of the teaching process that has taken place. One is written before the teaching, and the other is written after the teaching; One is the expectation and the other is the result.

How to write a teaching case, 5 steps to arrange and understand.

Tutorial cases are real, typical, and problematic events.

Teaching Cases are Events: Teaching Cases are descriptions of a real-world situation in the teaching process. It tells a story, narrates the process of the generation and development of this teaching story, and it is a grasp of the dynamics of teaching phenomena.

A teaching case is an event with a problem: an event is only the basic material of a case, and not all teaching events can be a case. An incident that can be a case must include a problem or difficult situation, and may also include a solution to the problem.

It is precisely because of this that the case has become a unique form of presentation of the results of research.

Case material

Teaching cases come from daily teaching practice activities, which are close to the work of teachers and have a natural connection with teachers. Teachers have a large number of practical problems that need to be properly solved through research, and have consciously or unconsciously carried out a lot of teaching research, and have a lot of experience and lessons.

Among them, there are many typical examples, which will leave a deep impression on teachers and become material for writing teaching cases. Teachers have facts to say and reasons to tell. Teaching practice involves a wide range of fields and many examples, which is an inexhaustible source for teachers to write teaching cases.

The differences between lesson examples and cases are as follows:First, the nature is different.

1. Teaching cases are real, typical and problematic events. A teaching case is a description of a real situation with a difficult problem, a story in the process of teaching practice, and a description of the "unexpected and reasonable things" in the teaching process.

2. The teaching plan is the syllabus of the teacher according to the curriculum standards in order to carry out the teaching activities smoothly and effectively.

and textbook requirements and the actual situation of students, based on class time or topic as a unit, the teaching content, teaching steps, and teaching methods.

and so on to carry out the specific design and arrangement of a practical teaching instrument.

Second, the role is different.

1. Teaching cases are mainly used for communication or self-teaching examples.

2. The lesson plan is used by the instructor himself. It is also a basis for examining a teacher's lesson preparation.

Third, the results are different.

1. The teaching case is a reflection of the teaching process that has taken place. Written after teaching, is the result.

2. A brief description of the teaching measures to be implemented in the lesson plan is written before teaching and is expected.

A case is a typical statement of events with multiple meanings that people experience in their production and life. It is a deliberate interception of the stories that people experience. Cases generally consist of three main elements.

Cases are of great significance for people's learning, research, and life reference. Case-based teaching is an effective vehicle to convey the educational significance of sexuality to people through cases. Therefore, people often use cases as a tool to persuade, think, and educate.

Tutorial cases are real, typical, and problematic events. To put it simply, a teaching case is a description of a practical situation with a difficult problem, a story in the process of teaching practice, and a description of the "unexpected and reasonable things" in the teaching process.

It can be seen that there are three elements of a teaching case:

First and foremost, a teaching case is an event. It tells a story, a description of a real situation in the teaching process.

Second, there is a problem with the teaching case. Not all teaching events can be cases, and those that can become cases must include problematic or difficult situations that need to be solved.

Again, there is a method to the teaching case. A narrative of a teaching case with the aim of revealing a solution to a problem. Because of this, teaching cases have become a unique kind of educational and teaching research results and have been favored.

With the above three elements, the teaching case becomes, but it is not high-quality, and the following five characteristics must be considered:

One is authenticity. The teaching case must be a real event, a description of a real-life practical situation that happened in the classroom as you have experienced it. It cannot be fabricated and plagiarized, nor can it be replaced by facts deduced from abstract, generalized theories.

The second is typicality. Teaching cases must be able to bring certain enlightenment and experience to readers, be discerning, novel and unique, and make people gain something after reading.

The third is integrity. The teaching case is a grasp of the dynamics of the teaching phenomenon, and the process of the generation and development of the story must have a beginning and an end, detailed and concrete. Completeness is also reflected in the fact that the teaching case should have two aspects, case facts and case analysis.

Fourth, exemplary. Teaching cases must be reasonable. Although it is not necessary to go into a long speech, it is necessary to make a point of view on this specific issue, or put it into the context of the story, so that the reader can understand it through the story.

This theory must also be exemplary to other teachers, able to attack jade.

Fifth, uniqueness. There is a difference between a teaching case and a teaching case, a lesson plan, an instructional design, and a teaching record. **It is for the purpose of reasoning, mainly argumentative; Cases, on the other hand, are based on storytelling, and the truth is illustrated through stories.

The way of teaching writing thinking is from abstract to concrete, and teaching case writing is from concrete to abstract.

Lesson plans and designs are pre-conceived teaching ideas, which are brief descriptions of the teaching measures to be implemented; The case is a statement and analysis of the events that have occurred in the teaching process. It is also a description of the teaching situation, and the teaching record is recorded if there is a problem; Teaching cases are selective, there must be typical problems in them, and the truth must be shown through phenomena.

There are a large number of practical problems that need to be solved through research in the daily teaching practice of teachers, and they are consciously or unconsciously carrying out teaching research every day, and there are many experiences and lessons, including many typical cases. There are facts to say, there are reasons to say, and writing a good teaching case should be a matter of convenience, but why can't we write well? The reason is that I don't know what a teaching model is.

Case teaching is a case-based teaching method that uses real or fictional cases to explain knowledge, analyze problems, and research solutions, and cultivate students' ability to analyze, reason, and solve problems. Case teaching is a practice-based teaching model, which can enable students to better understand and apply the knowledge they have learned, and improve their comprehensive quality and innovation ability.

In case teaching, the teacher usually provides one or more practical problems or situations, and asks students to find out the root cause, solution, and implementation of the problem through analysis, discussion, and research. Students need to use the knowledge and skills they have learned, analyze and judge the actual situation, and propose their own solutions, so as to finally achieve the effect of combining theory and practice.

Case teaching is applicable to a variety of disciplines and fields, especially in practical fields such as business management, law, medicine, etc., and is more commonly and widely used. Case teaching can help students better understand theoretical knowledge and apply it to practical situations, so that students can be exercised and improved in practice, and at the same time, it can also cultivate students' judgment, analysis and problem-solving skills.

In short, case teaching is a case-based teaching model, which cultivates students' ability to analyze, reason and solve problems through the analysis and research of practical problems or situations, and is a teaching mode that can promote students' practice and innovation.