参与式案例教学在高校“公共政策学”课程中的应用研究
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摘要
参与式案例教学是一种比较新颖并行之有效的案例教学形式,具有学生中心性、平等交流性、过程动态性等基本特征,其实施过程可以分为课前案例准备、课初案例讲解、课中案例讨论、课后案例评估四个阶段。"公共政策学"是公共管理学科的核心课程,具有较强的应用性与实践性,参与式案例教学高度契合了"公共政策学"的课程属性与教学目标,因而国内很多高校已经将其运用到了"公共政策学"课程教学之中。然而,"公共政策学"参与式案例教学在现阶段还存在着教学案例本土化率低、教师意识和能力亟待增强、学生动力和能力不足、配套措施没有同步跟进等现实问题。通过采取提高公共政策案例本土化率、加强任课教师培训、激发学生参与热情、完善配套措施等对策,能够有效推动"公共政策学"参与式案例教学的开展。
Participatory case teaching is a novel and effective case teaching form, which has the basic characteristics including students being the center, communication being equal, the process being dynamic. Participatory case teaching can be divided into the following four stages: case preparation before class, case explanation at the beginning of the class, case discussion in the middle of the class, and case assessment after class. Public Policy Science is a core curriculum of public administration discipline, which is of high applicability and practicality. Participatory case teaching highly agrees with the curriculum nature and teaching aim of public policy science, therefore many domestic universities apply the participatory case teaching in Public Policy Science teaching. However, participatory case teaching in Public Policy Science has many realistic problems, such as low localization rate of case teaching, teachers' sense and ability needing to be strengthened, deficient dynamics and ability of students', and non-synchronized supporting measures. Through improving the localization rate of case teaching, strengthening teachers' training, stimulating students' participating enthusiasm and perfecting the supporting measures, we can effectively promote the development of participatory case teaching in Public Policy Science.
Participatory case teaching is a novel and effective case teaching form, which has the basic characteristics including students being the center, communication being equal, the process being dynamic. Participatory case teaching can be divided into the following four stages: case preparation before class, case explanation at the beginning of the class, case discussion in the middle of the class, and case assessment after class. Public Policy Science is a core curriculum of public administration discipline, which is of high applicability and practicality. Participatory case teaching highly agrees with the curriculum nature and teaching aim of public policy science, therefore many domestic universities apply the participatory case teaching in Public Policy Science teaching. However, participatory case teaching in Public Policy Science has many realistic problems, such as low localization rate of case teaching, teachers' sense and ability needing to be strengthened, deficient dynamics and ability of students', and non-synchronized supporting measures. Through improving the localization rate of case teaching, strengthening teachers' training, stimulating students' participating enthusiasm and perfecting the supporting measures, we can effectively promote the development of participatory case teaching in Public Policy Science.
引文
[1] 陈潭.公共政策案例分析:基于理论的与实证的视角[M].长沙:湖南师范大学出版社,2003:39.
[2] 小劳伦斯·E·烈恩.公共政策案例教学指南[M].郗少剑,等,译.北京:中国人民大学出版社,2001:15.
[3] 宁骚.公共政策学[M].北京:高等教育出版社,2011.
[4] 史美兰.体会哈佛案例教学[J].国家行政学院学报,2005(2):84-86.
[5] 宁骚.公共管理类学科的案例研究、案例教学与案例写作[J].新视野,2006(1):34-36.
[6] 张玉强,李祥.基于“双主四环”的高校课堂案例教学模式研究——以《公共政策学》的案例为实证[J].内蒙古师范大学学报(教育科学版),2016(5):108-112.
[2] 小劳伦斯·E·烈恩.公共政策案例教学指南[M].郗少剑,等,译.北京:中国人民大学出版社,2001:15.
[3] 宁骚.公共政策学[M].北京:高等教育出版社,2011.
[4] 史美兰.体会哈佛案例教学[J].国家行政学院学报,2005(2):84-86.
[5] 宁骚.公共管理类学科的案例研究、案例教学与案例写作[J].新视野,2006(1):34-36.
[6] 张玉强,李祥.基于“双主四环”的高校课堂案例教学模式研究——以《公共政策学》的案例为实证[J].内蒙古师范大学学报(教育科学版),2016(5):108-112.