Teaching cases are problematic events: events are only the basic materials of cases, and not all teaching events can become cases. An event that can become a case must include a problem or a difficult situation, and may also include a solution to the problem. Because of this, cases have become a unique expression of research results.
The case is a real and typical event: the case must be typical and bring some enlightenment and experience to the reader. The fundamental difference between a case and a story is that a story can be fabricated, but a case cannot be fabricated and copied. It reflects what really happened and is the true reappearance of teaching events. It is a description of the real practice scene in the "current" classroom. It can't be replaced by "facts fabricated in the rocking chair", nor can it be replaced by facts derived from abstract and generalized theories.
Second, the difference between the case and other styles
1, the difference between a case and a paper:
From the perspective of style and expression, the thesis aims at reasoning and focuses on discussion; The case is for the purpose of recording, mainly narrative, with discussion and explanation. In other words, the case is to tell a story, not to tell the truth through the story.
From the perspective of writing thinking and thinking mode, thesis writing is generally deductive thinking, and the thinking mode is from abstract to concrete, while case writing is inductive thinking, and the thinking mode is from concrete to abstract.
2. The difference between case and teaching plan, teaching design and teaching record:
Teaching plan and teaching design are both pre-conceived teaching ideas and brief explanations of teaching measures to be implemented; This case reflects the educational process that has taken place. One is written before teaching and the other is written after teaching; One is expectation, and the other is result.
The styles of cases and teaching records are similar, and their differences also reflect the characteristics and value of cases. It is also a description of the education situation. Record teaching records when there is news, and the cases are selective. What to choose depends on the purpose and function of case writing.
Third, the basic elements of the case
Judging from the structure of the article, the case generally includes the following basic elements:
(1) background
The case needs to explain the relevant situation of the story to the reader: time, place, people, the cause of the matter, etc. If you introduce a class, you should explain the background of the class, whether it is a key school or an ordinary school, an experienced excellent teacher or a young new teacher, a prepared "open class" or a usual "home class", and so on. The background introduction doesn't need to be comprehensive, but it is important to explain whether there are any special reasons or conditions for the story.
(2) Theme
This case should have a theme. When writing a case, we should first consider what problems I want to reflect in this case, whether it is to explain how to change poor students, or to emphasize how to inspire thinking, or to introduce how to organize group discussions. Before you start writing, you must have a clear idea. For example, when a school conducts research-based learning activities, different research topics, research groups and research stages will face different problems, situations and experiences, all of which are unique. When writing, we should cut in from the most rewarding and enlightening angle, choose and establish the theme.
(3) Details
With the theme, you don't have to record everything you hear when writing, but you should screen the original materials and explain the specific content to the readers in a targeted manner. For example, to introduce how teachers guide students to master learning methods, it is necessary to write clearly how students change from "not knowing" to "learning", especially the key details. We can't introduce the "method", but we just pass it by when it comes to "mastering".
(4) results
Generally speaking, the teaching plan and teaching design only have the envisaged measures without the results of implementation, and the teaching records usually only record the teaching process without introducing the teaching effect; The case should not only explain the teaching idea, describe the teaching process, but also explain the teaching result, that is, the immediate effect of this teaching measure, including the students' reflection and the teachers' feelings. Readers know the result, which is helpful to deepen their understanding of the whole process.
(5) Evaluation
The author should have some views on the theme and content reflected in the case, including the guiding ideology, process and result of teaching, and analyze its advantages and disadvantages. Comment is a discussion based on narration, which can further reveal the significance and value of the event. For example, an example of the transformation of the same "poor student" can be cut in from different theoretical angles such as teaching, psychology and sociology to reveal the reasons for success and scientific laws. Comments are not necessarily theoretical explanations, but also practical and emotional, which arouse people's praise and inspiration.
Fourth, the writing methods of teaching cases
(1) Select a conflicting teaching event.
After a class, I feel that there are many events to write. Which event should I choose? Which has more potential for self-discovery? What is the nature of the case? Is it about teaching strategy, student behavior or teaching policy? Is the purpose of the case to enhance understanding or for career development? Although no choice must follow the rules, the following suggestions are still very useful for writing a good case: Does the event have emotional power for you (is your heart shocked)? Is the incident a dilemma that you are not sure how to solve, or have you successfully solved a problem that others may be in trouble? Does the event require you to make hard choices? Does the incident make you have to answer in a way that you are unfamiliar with or still thinking about? Does this incident mean morality or problems related to morality? If there are conflict events that meet the above requirements, then your choice may be more rewarding in self-learning, introspection and deep understanding.
(2) Describe the background of the event.
When describing the background of the incident, we should consider: Has this happened before? When did you first notice it? What happened after that? How do successive events begin? What is the background (that is, the situation) of the incident? What was your reaction in the first scene? How did your reaction make things better or worse? What are the psychological and social factors that influenced that event? What are the physical environmental factors? What are the teaching factors? What are the historical factors? When writing a case, you should set the scene for the upcoming event and make full preparations. Attention should be paid to putting important events in the context in which they occur, and it must be considered that events can only be understood in context.
(3) Determine the "actors" in the event.
Every story is enriched by a group of living characters and functional characters. When writing a case, you should consider: who are the main actors and secondary actors? Who is the actor who appeared? Who is the actor behind the scenes? What role did everyone play? What is the relationship between them? What about your relations? Insist on considering the personal feelings, motives, goals and expectations of each role, and don't forget to put yourself in the cast; Don't forget to look at your role through the prism of emotion, motivation, purpose and personal value; Also look at the assumptions you may have to make: where does the assumption come from? How does it affect your behavior?
(4) Check the results of your actions.
Every action of the teacher will produce a series of reactions. What did your response cause? What is the impact on students? What effect does it have on the class atmosphere? What effect does it have on other actors? What are the consequences of your actions or omissions? In what way did your behavior raise or lower your self-esteem?
(5) Suppose you encounter the event again.
How do you look at events from different angles? Treat actors? If you do it again, what's the difference in your behavior? Now you can reconsider. Do you want to choose a different answer?
Five, the key to writing a good case
To write a good teaching case, we need to pay attention to three key issues.
(1) Select a complex situation.
The so-called complex situation means that there are many possibilities for the occurrence and development of the story. Teachers are faced with all kinds of problem situations in teaching activities, and need to judge, choose and decide. Complex situations provide more space for choice, thinking and imagination, thus giving people more enlightenment. There are many typical cases and dilemmas in school teaching, how to deal with them. Cases can reflect teachers' behaviors, attitudes, thoughts and feelings from different angles, and put forward solutions and examples.
The so-called complexity is also relative. You think it's complicated, but he doesn't think it's complicated; It used to be complicated, but it's not complicated now. Therefore, the choice of teaching situation varies from person to person and from time to place. What kind of situations and materials to choose should be targeted. First, we should meet the needs of the current educational reform practice and put forward things and problems that people care about and want to know; The second is to consider the scope of case dissemination, whether it is published publicly, disseminated in schools or for personal reference only. In short, to write a case, we should not only tell a vivid story, but also pay attention to why and to whom.
(2) reveal the psychology of the characters
The behavior of the characters is the superficial phenomenon of the story, and the psychology of the characters is the internal basis of the story development. Faced with the same situation, different teachers may have different ways to deal with it. Why are there different methods? What is the internal logic of these teaching behaviors? What do the instructors think? Cases can go deep into people's inner world and let readers "know why". This is also the place where cases are different from teaching plans and teaching records. A good case should give full play to this feature and advantage.
Another important aspect of characters' psychology is students' psychological activities. Because cases are generally written by teachers, attention is often focused on teachers. How do you think, how do you teach, and how effective you are? You can explain clearly and feel good about yourself. However, how students think in their hearts and whether their views on teaching effect are consistent with those of teachers are often ignored. People often say that "preparing lessons should be done at both ends": preparing textbooks and preparing students. It is an important part of writing a good case to truly reflect students' thoughts and feelings in the teaching process.
(3) Have original thinking.
The same thing can lead to different thinking. In a sense, the quality of a case is determined by the level of thinking. Because, choosing complex situations, revealing characters' psychology and grasping various structural elements are all carried out from a certain observation angle and under the guidance of certain ideological viewpoints. You need a pair of "eyes" to find, ask and solve problems from the complicated teaching phenomena, and tell people what you want to know but can't say. There are no secrets and shortcuts to this skill, and it can only be understood and mastered through long-term tempering.
Six, the standard of excellent teaching cases
(1) A good case must contain a typical problem or problem situation-no problem or problem situation can not be considered as a case, and no problem or problem situation can not be considered as an atypical case.
(2) A good case should focus on a central topic-highlighting a theme. If there are multiple themes, the narrative will be confused and it will be difficult to grasp the main line of the event. At the same time, we should also be careful not to exaggerate personal emotions or emotions too much, so as not to shift the focus of the case.
(3) A good case describes a real life scene-the narrative of the case should put the events in a time-space framework and focus on the problems faced today, at least what happened in the last five years. The whole factual materials displayed should be coordinated with the whole era and teaching background, so readers of such cases are more willing to contact. A good case can make readers feel immersive and resonate with the people involved.
(4) A good case should tell a story-a case should have a complete and vivid plot. Need to explain the time, place, people, etc. According to a certain structure. At the same time, the narrative and comments on the incident are also necessary parts, and it is best to include some dramatic conflicts. For classroom teaching cases, there should be ups and downs in the process of teaching conflicts, and students express their different opinions around a central issue of discussion.
(5) The narrative of a good case should be specific and informative-the case should not be a general description of how things are, nor should it be an abstract summary of the overall characteristics of things. All kinds of information provided by the case should be accurate and on-the-spot, including the background materials related to the case, especially the first-hand materials, and should also be specified, because the background materials often explain the scene where the problem occurred and imply some important reasons for the formation of the problem. However, it should be noted that the description of background materials should not affect the grasp of the essence of the main issues.
(6) A good case should include materials quoted from the objects reflected in the case-case writing must have an objective attitude, so some oral or written, formal or informal materials, such as dialogues, notes, letters, etc. Can be cited to enhance the authenticity and readability of the case. Important factual materials should indicate the source of information.
(7) A good case must clarify the nature of the problem-what is the nature of the problem mentioned in the case? Is it a problem of teaching strategies, students' behavior or the relationship between teachers and students? And so on. This is the key to case analysis. Don't let the flood of information interfere with your basic judgment on the nature of the problem.
(8) A good case needs to put forward solutions to the problems it faces-the case should not only ask questions, but also put forward the main ideas and specific measures to solve the problems, including the detailed process of solving the problems, which should be the focus of case writing. If a problem can be solved in many ways, then the most suitable solution should be the one that is most closely related to the specific background material. If there is a universal solution to all diseases, then the form of cases is unnecessary.
(9) A good case needs to evaluate the decision that has been made to solve the problem-evaluation is to provide a reference point for new decisions. At the beginning or end of the case, the writer can comment on his own problem-solving strategies and point out the basic arguments and values of the case.
(10) A good case should reflect the complexity of teachers' work and their inner world-the case should reveal the inner world of the parties to the case, such as attitudes, motivations, needs and so on. In other words, it is necessary to focus on certain problems and show teachers' mental process of finding problems, analyzing problems, solving problems and reflecting on their own development in practice.