教师教育中的案例方法与教学案例的开发
摘要
理论与实践的脱节是教师教育遭受激烈批判的主要原因之一，案例教学能在教育理论与实践的沟通中起到中介作用。正因如此，案例方法可以被看作教师教育中的一种有前途的方法。
从法律教育、商业教育、医学教育及教师教育等领域中的案例方法的历史来考察，我们可以得到一个重要的结论：教学案例的开发是案例方法成功实施的重要前提。而且作者认为，当以实践中的教师为主体来开发案例时，案例开发就成了教师对自身的实践及其背后所隐含的信念进行反思、重构知识和信念、从经验中学习的重要途径。就此而言，案例开发能促进教师的成长和发展，是教师教育中的案例方法的一个组成部分。所以，以实践中的教师为主体开发案例应成为案例开发的主渠道。为此，作者构想了一种以实践中的教师为主体的合作性的案例开发模式。
本文认为，案例的开发需要一个专业的情景，教师教育者必须将案例开发当作一项严肃的研究工作，并且为教师开发案例提供全面的合作与充分的支持；所开发的案例必须与特定的教师教育目标相匹配。作者所期望开发的是作为一种“替代性的临床经历”的、能在教育理论与教育实践中起到沟通作用的教学案例。在考察教学案例的本质的基础上，作者提出了这种教学案例应具备的一些特征：陈述性、经验性、真实性、丰富性和开放性；并提出了一个教师教育者与实践中的教师合作开发案例的基本程序。作者并不期望这种特征和程序具有普适性，只是试图为所要进行案例开发的实践研究提供指南。
作者以教师学历教育的学员为合作伙伴，尝试实践了这种合作性的案例开发模式。由于缺乏对合作伙伴的有效激励，这一开发研究未取得预期的成果。从这一点看，这是一个失败的研究。但作者期望，这一研究能被看作案例开发的一个案例。从这一案例中，我们依然能得到一些有益的启示。
The disjunction between theory and practice in education is one of the main reasons that teacher education is criticized violently. The case method can perform an intermediary function in the conjunction between theory and practice in education. So, the case method can be regarded as one of the promising ones of teacher education.
Having examining the history of case method in the legal education, business education, medicine education and teacher education, we can draw an important conclusion that the development of teaching case is the presupposition of the successful implementation of the case method in teacher education. And the author believes that the development of teaching case is an important way by which teachers reflect their own practice and its implicit belief, reconstruct their knowledge, learn from their own experience, when the teacher in practice become the main force in the development of teaching case. As far as this is concerned, the development of teaching case can do good to the growth of the teacher and is a part of the case method in teacher education. So teacher's development of teaching case should be the main way of its development. The author constructs a model of the cooperative development of teaching case.
The development of teaching case needs a professional situation. The teacher educators must view seriously its development as a study, and provide teachers with the full cooperation and sufficient support in its development. The teaching case developed must match with the special goals of teacher education. The author expects to develop a kind of case, which, as a clinical surrogates, can perform a conjunctive function between theory and practice in education. On the basis of examining the nature of teaching case, the author suggests some features of this kind of case, including, descriptiveness, experience, reality, richness and openness, and a basic procedure of development in which teacher educators cooperate and develop teaching case with teachers in practice. These features and procedure are only viewed as the guide of the author's own developmental practice. Generalization of these features and procedure is out of the author's hope.
The author practiced the cooperative model of the development of teaching case with his students in teacher education. Owing to the lack of effective stimulation to these students, this developmental practice doesn't gain anticipated results and is not a successful study. But the author still expects that this study is a case of the development of teaching case, and we can still get some helpful from it.
从法律教育、商业教育、医学教育及教师教育等领域中的案例方法的历史来考察，我们可以得到一个重要的结论：教学案例的开发是案例方法成功实施的重要前提。而且作者认为，当以实践中的教师为主体来开发案例时，案例开发就成了教师对自身的实践及其背后所隐含的信念进行反思、重构知识和信念、从经验中学习的重要途径。就此而言，案例开发能促进教师的成长和发展，是教师教育中的案例方法的一个组成部分。所以，以实践中的教师为主体开发案例应成为案例开发的主渠道。为此，作者构想了一种以实践中的教师为主体的合作性的案例开发模式。
本文认为，案例的开发需要一个专业的情景，教师教育者必须将案例开发当作一项严肃的研究工作，并且为教师开发案例提供全面的合作与充分的支持；所开发的案例必须与特定的教师教育目标相匹配。作者所期望开发的是作为一种“替代性的临床经历”的、能在教育理论与教育实践中起到沟通作用的教学案例。在考察教学案例的本质的基础上，作者提出了这种教学案例应具备的一些特征：陈述性、经验性、真实性、丰富性和开放性；并提出了一个教师教育者与实践中的教师合作开发案例的基本程序。作者并不期望这种特征和程序具有普适性，只是试图为所要进行案例开发的实践研究提供指南。
作者以教师学历教育的学员为合作伙伴，尝试实践了这种合作性的案例开发模式。由于缺乏对合作伙伴的有效激励，这一开发研究未取得预期的成果。从这一点看，这是一个失败的研究。但作者期望，这一研究能被看作案例开发的一个案例。从这一案例中，我们依然能得到一些有益的启示。
The disjunction between theory and practice in education is one of the main reasons that teacher education is criticized violently. The case method can perform an intermediary function in the conjunction between theory and practice in education. So, the case method can be regarded as one of the promising ones of teacher education.
Having examining the history of case method in the legal education, business education, medicine education and teacher education, we can draw an important conclusion that the development of teaching case is the presupposition of the successful implementation of the case method in teacher education. And the author believes that the development of teaching case is an important way by which teachers reflect their own practice and its implicit belief, reconstruct their knowledge, learn from their own experience, when the teacher in practice become the main force in the development of teaching case. As far as this is concerned, the development of teaching case can do good to the growth of the teacher and is a part of the case method in teacher education. So teacher's development of teaching case should be the main way of its development. The author constructs a model of the cooperative development of teaching case.
The development of teaching case needs a professional situation. The teacher educators must view seriously its development as a study, and provide teachers with the full cooperation and sufficient support in its development. The teaching case developed must match with the special goals of teacher education. The author expects to develop a kind of case, which, as a clinical surrogates, can perform a conjunctive function between theory and practice in education. On the basis of examining the nature of teaching case, the author suggests some features of this kind of case, including, descriptiveness, experience, reality, richness and openness, and a basic procedure of development in which teacher educators cooperate and develop teaching case with teachers in practice. These features and procedure are only viewed as the guide of the author's own developmental practice. Generalization of these features and procedure is out of the author's hope.
The author practiced the cooperative model of the development of teaching case with his students in teacher education. Owing to the lack of effective stimulation to these students, this developmental practice doesn't gain anticipated results and is not a successful study. But the author still expects that this study is a case of the development of teaching case, and we can still get some helpful from it.
引文
1．瞿葆奎主编，李涵生、马立平选编，教育学文集-教师。人民教育出版社，1991年
2．瞿葆奎主编，瞿葆奎、沈剑平选编，教育学文集-教育与教育学，人民教育出版社，1991年
3．郑金洲编著，案例教学指南，华东师范大学出版社，2000年
4．张华，经验课程论，上海教育出版社，2000年
5．施良方、崔允漷主编，教学理论：课堂教学的原理、策略与研究，华东师范大学出版社，1999年
6．高强华，师资培育问题研究，师大书苑有限公司，1996年，
7．迈向二十一世纪的师范教育，师大书苑有限公司，1995年
8．李其龙编著，德国教学论流派，陕西人民教育出版社，1993年版
9．杨鸿儒，个案研究活用法，大展出版社，1990年版
10．C．特尼，师范教育实习辅导，载：托马斯．胡森主编，国际教育百科全书，贵州教育出版社，第二卷，第586-594页
11．张建，理论与实践：教师教育哲学中的两个基本范畴，外国教育研究，1996年第6期
12．李．S．舒尔曼，理论、实践与教育的专业化，比较教育研究，1999年，第3期
13．[加]F．迈克尔．康内利、[加]D．琼．柯兰迪宁、[中]何敏芳，王建军译，专业知识场景中的教师个人实践知识，载华东师范大学学报(教育科学版)．1996年第2期
14．[英]威廉姆．汉普顿、黑索尔．汉普顿著，方晓译，继续教育的学习理论，外国高等教育资料，1995年，第4期
15．[英]W．卡尔，技术抑或实践——教育理论的未来，华东师范大学学报(教育科学版)，1995年，第2期
16．安赫尔．佩雷斯．戈梅斯，安达卢西亚未来教师的实际培训及专业社会化，教育展望1996年，第2期
17．罗莎．玛利亚．托里斯，没有师范教育的改革，就没有教育的改革，教育展望，1996年，第2期
18．埃莱奥诺拉．比列加斯-赖莫斯、费尔南多．赖莫斯，6000万教师在何方?被世界教育改革忽视的声音，教育展望，1996年，第2期
19．张奎明，美国教师教育中案例方法的应用与研究，高等师范教育研究，1997年，第2期
20. Allen. T. Pearson, The teacher: theory and practice in reacher education,Routledge, 1989
21. James. Calderhead, Peter. Gates (eds.), Conceptualizing Reflection in Teacher Development,The Falmer Press, 1993
22. Amy Paths McAninch, Teacher Thinking and the Case Method: Theory and:Furore Direction, Teacher College Press, Columbia University, 1993
23. Selma Wasermann, Getting down to Case: Learning to teach with case study. Teacher Collage Press, Columbia University, 1993
24. Gareth Rees Havard, Phil Hodkinson(eds.), Action and Reflection Teacher Education, Ablex Publishing Corporation, 1994
25. S. Feimaa-Nemser, Teacher Preparation: Structural and conceptual alternatives, in: Houston W. R., Haberman M., Sikula J., Handbook of Research on Teacher Education, Mcmilan, New York, 1990
26. Lee S. Shulman, Knowledge and Teacher: Foundations of the New Reform, in: Margo Okazawa-Rey, James Anderson, Rob Traver (eds.), Teachers, Teaching, & Teacher Education, Havard Educational Review, 1987, Vol. 119
27. Joseph. E Mcdonald, Ralsing the Teachers Voice and the Ironic Role of Theory. in: Margo. Okazawa-Rey, James Anderson, Rob Traver (eds.), Teachers, Teaching, & Teacher Education, Havard Educational Review, 1987
28. Lois Stover, Writing to Learn in Teacher Education. Journal of Teacher Education, 1996, No.4
29. Stephen Preskill, Narratives of Teaching and the Ouest for the Second Self. Journal of Teacher Education, 1998,
Vol.49, No.5
30. Anna E. Richert, Using Teacher Cases for Reflection and Enhanced Understanding, in: Ann Lieberman, Lynne Miller (eds.), Staff development for education in the 90's: new demands, new realities, new perspectives (2nd.), Teacher College Press, Columbia University, 1991
31. Samuel S. Wineberg, A Case of Pedagogical Failure-My Own, in: Journal of Teacher Education Vol.42, No.4
32. Harry S. Brondy, Case Studies-Why and How, in: Teacher College Record, Teacher College Press, Columbia University, Vol.91, No.3
33. Mary Anna Lundeberg, Jean E. Fawver, Thinking Like a Teacher: Encouraging Cognitive Growth in Case Analysis, in: Journal of Teacher Education, 1994,Vol.45, No.4
34. Amy Raths McAninch, Case Method in Teacher Education, in: Husen, T., Postlethwaite, T. N., The International Encyclopedia of Education: Research and Studies (2nd.ed.), Elsevier Science Ltd., 1994, Vol. 10
35. Marland P.N., Teaching: Implicit Theories, in: Husen, T., Postlethwaite, T. N., The International Encyclopedia of Education: Research and Studies (2nd.ed.), Elsevier Science Ltd., 1994, Vol.10
36. Sarah Tann, Eliciting Student Teachers' Personal Theories, in: James Calderhead, Peter Gates (eds.), Conceptualizing Reflection in Teacher Development
37. J. Gary Knowles, Life-History Accounts as Mirrors: A Practical Avenue for the Conceptualization of Reflection, in: Teacher Education, in: James Calderhead, Peter Gates (eds.), Conceptualizing Reflection in Teacher Development
38. William E. Herman, Promoting Pedagogical Reasoning as Preservice Teachers Analyze Case Vignettes, Journal of Teacher Education, Vol.49, No.5
39. Robert F. McNergney, Joanne M. Herbert, Rudolph E. Ford, Cooperation and Competition in Case-based Teacher Education, Journal of Teacher Education, Vol.45, No.5
40. Katherine K. Merseth, The Early History of Case-Based Instruction: Insights for Teacher Education Today, in Journal of Teacher Education, vol.42 No.4.
41. Judith H. Shulman, Revealing the Mysteries of Teacher Written Cases: Opening the Black Box, in Journal of Teacher Education, vol.42.No.4
42. Dona M. Kagan, Deborah J. Tippins, How Teachers' Classroom Cases Express Their Pedagogical Beliefs, in: Journal of Teacher Education, Vol.42, No.4
43. Sabdra B. Cooper, Case Studies of Teacher Education Students in a Field-Based and a University-Based Elementary Mathematics Methods Course, in: Journal of Teacher Education, Vol.47, No.2
44. Carne Barnett, Building a Case-Based Curriculum to Enhance the Pedagogical Content Knowledge of Mathematics Teachers, in: Journal of Teacher Education, Vol.42, No.4
2．瞿葆奎主编，瞿葆奎、沈剑平选编，教育学文集-教育与教育学，人民教育出版社，1991年
3．郑金洲编著，案例教学指南，华东师范大学出版社，2000年
4．张华，经验课程论，上海教育出版社，2000年
5．施良方、崔允漷主编，教学理论：课堂教学的原理、策略与研究，华东师范大学出版社，1999年
6．高强华，师资培育问题研究，师大书苑有限公司，1996年，
7．迈向二十一世纪的师范教育，师大书苑有限公司，1995年
8．李其龙编著，德国教学论流派，陕西人民教育出版社，1993年版
9．杨鸿儒，个案研究活用法，大展出版社，1990年版
10．C．特尼，师范教育实习辅导，载：托马斯．胡森主编，国际教育百科全书，贵州教育出版社，第二卷，第586-594页
11．张建，理论与实践：教师教育哲学中的两个基本范畴，外国教育研究，1996年第6期
12．李．S．舒尔曼，理论、实践与教育的专业化，比较教育研究，1999年，第3期
13．[加]F．迈克尔．康内利、[加]D．琼．柯兰迪宁、[中]何敏芳，王建军译，专业知识场景中的教师个人实践知识，载华东师范大学学报(教育科学版)．1996年第2期
14．[英]威廉姆．汉普顿、黑索尔．汉普顿著，方晓译，继续教育的学习理论，外国高等教育资料，1995年，第4期
15．[英]W．卡尔，技术抑或实践——教育理论的未来，华东师范大学学报(教育科学版)，1995年，第2期
16．安赫尔．佩雷斯．戈梅斯，安达卢西亚未来教师的实际培训及专业社会化，教育展望1996年，第2期
17．罗莎．玛利亚．托里斯，没有师范教育的改革，就没有教育的改革，教育展望，1996年，第2期
18．埃莱奥诺拉．比列加斯-赖莫斯、费尔南多．赖莫斯，6000万教师在何方?被世界教育改革忽视的声音，教育展望，1996年，第2期
19．张奎明，美国教师教育中案例方法的应用与研究，高等师范教育研究，1997年，第2期
20. Allen. T. Pearson, The teacher: theory and practice in reacher education,Routledge, 1989
21. James. Calderhead, Peter. Gates (eds.), Conceptualizing Reflection in Teacher Development,The Falmer Press, 1993
22. Amy Paths McAninch, Teacher Thinking and the Case Method: Theory and:Furore Direction, Teacher College Press, Columbia University, 1993
23. Selma Wasermann, Getting down to Case: Learning to teach with case study. Teacher Collage Press, Columbia University, 1993
24. Gareth Rees Havard, Phil Hodkinson(eds.), Action and Reflection Teacher Education, Ablex Publishing Corporation, 1994
25. S. Feimaa-Nemser, Teacher Preparation: Structural and conceptual alternatives, in: Houston W. R., Haberman M., Sikula J., Handbook of Research on Teacher Education, Mcmilan, New York, 1990
26. Lee S. Shulman, Knowledge and Teacher: Foundations of the New Reform, in: Margo Okazawa-Rey, James Anderson, Rob Traver (eds.), Teachers, Teaching, & Teacher Education, Havard Educational Review, 1987, Vol. 119
27. Joseph. E Mcdonald, Ralsing the Teachers Voice and the Ironic Role of Theory. in: Margo. Okazawa-Rey, James Anderson, Rob Traver (eds.), Teachers, Teaching, & Teacher Education, Havard Educational Review, 1987
28. Lois Stover, Writing to Learn in Teacher Education. Journal of Teacher Education, 1996, No.4
29. Stephen Preskill, Narratives of Teaching and the Ouest for the Second Self. Journal of Teacher Education, 1998,
Vol.49, No.5
30. Anna E. Richert, Using Teacher Cases for Reflection and Enhanced Understanding, in: Ann Lieberman, Lynne Miller (eds.), Staff development for education in the 90's: new demands, new realities, new perspectives (2nd.), Teacher College Press, Columbia University, 1991
31. Samuel S. Wineberg, A Case of Pedagogical Failure-My Own, in: Journal of Teacher Education Vol.42, No.4
32. Harry S. Brondy, Case Studies-Why and How, in: Teacher College Record, Teacher College Press, Columbia University, Vol.91, No.3
33. Mary Anna Lundeberg, Jean E. Fawver, Thinking Like a Teacher: Encouraging Cognitive Growth in Case Analysis, in: Journal of Teacher Education, 1994,Vol.45, No.4
34. Amy Raths McAninch, Case Method in Teacher Education, in: Husen, T., Postlethwaite, T. N., The International Encyclopedia of Education: Research and Studies (2nd.ed.), Elsevier Science Ltd., 1994, Vol. 10
35. Marland P.N., Teaching: Implicit Theories, in: Husen, T., Postlethwaite, T. N., The International Encyclopedia of Education: Research and Studies (2nd.ed.), Elsevier Science Ltd., 1994, Vol.10
36. Sarah Tann, Eliciting Student Teachers' Personal Theories, in: James Calderhead, Peter Gates (eds.), Conceptualizing Reflection in Teacher Development
37. J. Gary Knowles, Life-History Accounts as Mirrors: A Practical Avenue for the Conceptualization of Reflection, in: Teacher Education, in: James Calderhead, Peter Gates (eds.), Conceptualizing Reflection in Teacher Development
38. William E. Herman, Promoting Pedagogical Reasoning as Preservice Teachers Analyze Case Vignettes, Journal of Teacher Education, Vol.49, No.5
39. Robert F. McNergney, Joanne M. Herbert, Rudolph E. Ford, Cooperation and Competition in Case-based Teacher Education, Journal of Teacher Education, Vol.45, No.5
40. Katherine K. Merseth, The Early History of Case-Based Instruction: Insights for Teacher Education Today, in Journal of Teacher Education, vol.42 No.4.
41. Judith H. Shulman, Revealing the Mysteries of Teacher Written Cases: Opening the Black Box, in Journal of Teacher Education, vol.42.No.4
42. Dona M. Kagan, Deborah J. Tippins, How Teachers' Classroom Cases Express Their Pedagogical Beliefs, in: Journal of Teacher Education, Vol.42, No.4
43. Sabdra B. Cooper, Case Studies of Teacher Education Students in a Field-Based and a University-Based Elementary Mathematics Methods Course, in: Journal of Teacher Education, Vol.47, No.2
44. Carne Barnett, Building a Case-Based Curriculum to Enhance the Pedagogical Content Knowledge of Mathematics Teachers, in: Journal of Teacher Education, Vol.42, No.4