初中思想品德课案例教学探究
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摘要
随着课程改革的不断深入,作为一名初中思想品德教师,有必要从理论上探究适合新形势发展要求的教学方式,用于指导教学实践。案例教学是教师根据课程教学目标和教学内容的需要,通过设置一个具体的教学案例,引导学生参与分析、讨论等活动,让学生在具体的问题情境中积极思考探索,以培养学生综合能力的一种教学模式。它强调以学生为主体,以培养学生的自主学习能力,实践能力和创新能力为基本价值取向,它将思想品德课的理论性和实践性有机地结合起来。因此,在初中思想品德课中引入案例教学模式,对于促进初中思想品德课教学改革和加强素质教育有着积极的意义。本文主要从以下四个方面进行探究：
第一部分,案例教学的概述。这部分内容主要论述了三个问题：一是案例和案例教学的界定；二是案例教学在国内外的发展状况；三是案例教学与例子教学、范例教学的关系。
第二部分,初中思想品德课中实施案例教学的重要意义。这部分内容主要从八个方面来论述：案例教学有利于促进理论与实际相结合、提高学生分析问题和解决问题的能力、促进学生主动学习,使学生学会学习、培养学生的创新精神和创造动力、促使学生学会沟通和合作、培养学生的语言文字表达能力、初中阶段学生的“三生”教育、提高教师的教学和科研水平。
第三部分,初中思想品德课案例教学的实施。这部分内容主要论述了两个问题：一是初中思想品德课案例教学实施的步骤,包括案例教学的准备、案例教学的课堂操作、总结评价；二是初中思想品德课案例教学实例示例。
第四部分,初中思想品德课案例教学的局限性。这部分内容主要论述了三个问题：一是案例教学在单位教学时间内,传授知识效率不高；二是案例教学只是一种特定的教学模式,如果不恰当地运用也会有问题；三是案例教学是通过案例使学生在某个知识点上深入探究,难以使知识成为系统。
With the deepening of the curriculum reform, it is necessary for the teachers of political and ideological curriculum to explore a new teaching methodology in order to adapt to the development of the new teaching model from the reform theory and use it to guide their teaching practice.The mode of case teaching is, according to the curriculum need of teaching aim and teaching content, the teachers guide the students to participate in analysis, discussion and other activities by setting a specific teaching case. It can help students think and study actively so as to cultivate students'all-around abilities. It also emphasizes on the students as the learning centre and cultivate their ability of autonomous learning, practice and creativity, and it can combine the theory with practice properly of the political and ideological curriculum, so the mode of case teaching attempts to study a useful teaching methodology in political and ideological curriculum in junior middle school. Its active significance is on advocating teaching reform and education for all-round development. The paper uses four parts to analyze.
The first part is the outline of the mode of case teaching. It includes three parts. The first is the definition; the second is the development of the mode in foreign countries and China; the last is the relation of its case teaching and cases'examples.
The second part is the significance of the mode of the case teaching in political and ideological curriculum in middle junior school. It includes eight aspects. The mode of case teaching is propitious to the combination of theory and practice; it improves the ability of analysis and solution of students; it advocates students to learn actively the knowledge; It can teach students to learn by themselves, cultivate their innovating spirit and creative ability; it can help them learn to communicate and cooperate, foster their language and literal expression; It is beneficial to students' "three-attitudes" education taught by teachers from the attitudes of their existance, life and living; it is also in favor of improving the teachers'teaching and scientific research level.
The third part is the practice of the mode of case teaching in political and ideological curriculum in middle junior school. One is the practicing of case teaching including its preparation, the operation in class and evaluation, the other is the examples of the mode of case teaching in junior middle school.
The fourth part is the limitations. It involves three respects. The first is that case teaching is not so efficient in practical teaching. The second is that it is just a given teaching mode and will probably cause some trouble if teachers use it improperly. The last is that it can make students explore further on a specific knowledge point but it is difficult for them to form a complete knowledge system.
第一部分,案例教学的概述。这部分内容主要论述了三个问题：一是案例和案例教学的界定；二是案例教学在国内外的发展状况；三是案例教学与例子教学、范例教学的关系。
第二部分,初中思想品德课中实施案例教学的重要意义。这部分内容主要从八个方面来论述：案例教学有利于促进理论与实际相结合、提高学生分析问题和解决问题的能力、促进学生主动学习,使学生学会学习、培养学生的创新精神和创造动力、促使学生学会沟通和合作、培养学生的语言文字表达能力、初中阶段学生的“三生”教育、提高教师的教学和科研水平。
第三部分,初中思想品德课案例教学的实施。这部分内容主要论述了两个问题：一是初中思想品德课案例教学实施的步骤,包括案例教学的准备、案例教学的课堂操作、总结评价；二是初中思想品德课案例教学实例示例。
第四部分,初中思想品德课案例教学的局限性。这部分内容主要论述了三个问题：一是案例教学在单位教学时间内,传授知识效率不高；二是案例教学只是一种特定的教学模式,如果不恰当地运用也会有问题；三是案例教学是通过案例使学生在某个知识点上深入探究,难以使知识成为系统。
With the deepening of the curriculum reform, it is necessary for the teachers of political and ideological curriculum to explore a new teaching methodology in order to adapt to the development of the new teaching model from the reform theory and use it to guide their teaching practice.The mode of case teaching is, according to the curriculum need of teaching aim and teaching content, the teachers guide the students to participate in analysis, discussion and other activities by setting a specific teaching case. It can help students think and study actively so as to cultivate students'all-around abilities. It also emphasizes on the students as the learning centre and cultivate their ability of autonomous learning, practice and creativity, and it can combine the theory with practice properly of the political and ideological curriculum, so the mode of case teaching attempts to study a useful teaching methodology in political and ideological curriculum in junior middle school. Its active significance is on advocating teaching reform and education for all-round development. The paper uses four parts to analyze.
The first part is the outline of the mode of case teaching. It includes three parts. The first is the definition; the second is the development of the mode in foreign countries and China; the last is the relation of its case teaching and cases'examples.
The second part is the significance of the mode of the case teaching in political and ideological curriculum in middle junior school. It includes eight aspects. The mode of case teaching is propitious to the combination of theory and practice; it improves the ability of analysis and solution of students; it advocates students to learn actively the knowledge; It can teach students to learn by themselves, cultivate their innovating spirit and creative ability; it can help them learn to communicate and cooperate, foster their language and literal expression; It is beneficial to students' "three-attitudes" education taught by teachers from the attitudes of their existance, life and living; it is also in favor of improving the teachers'teaching and scientific research level.
The third part is the practice of the mode of case teaching in political and ideological curriculum in middle junior school. One is the practicing of case teaching including its preparation, the operation in class and evaluation, the other is the examples of the mode of case teaching in junior middle school.
The fourth part is the limitations. It involves three respects. The first is that case teaching is not so efficient in practical teaching. The second is that it is just a given teaching mode and will probably cause some trouble if teachers use it improperly. The last is that it can make students explore further on a specific knowledge point but it is difficult for them to form a complete knowledge system.
引文
①郑金洲.案例教学指南[M].上海：华东师大出版社,2000年版.
②小劳伦斯·E.列恩著,郗小剑等译：公共管理案例指南,中国人民大学出版社,2001年,第46页.
①转引自刘双：案例教学若干问题的辨析,教学管理,2003年,第6期第31页。
②杨毅著：案例教学在教学中的运用,云南教育,2001年,第25期第43页。
①朱金生,案例教学法及其在我国MBA教育中的作用,学位与研究生教育,1999年,第6期.
②朱金生,案例教学法及其在我国MBA教育中的作用,学位与研究生教育,1999年,第6期.
①王恒新：让课堂充满生命的活力,中国教育学刊,2003年,第10期第40页.
①周卫著：变革社会中的教师和教学工作,上海教育科研,2002年,第11期 第75页.
②小劳伦斯·E.列恩著,郗小剑等译：公共管理案例教学指南,中国人民大学出版社,2001年,第128页.
①[美]约翰·杜威著,赵详麟等译,学校与社会·明日之教育[M]北京人民教育出版社1994年,第216页。
①转引自高凌飚、黄韶斌：教学中的非正式评价,中小学教育,2004年,第5期第23页.
1.郑金洲.案例教学：教师专业发展的新途径[J].教育理论与实践,2002,(07).
2.顾泠沅.教学任务与案例分析[J].上海教育科研,2001,(03).
3.李忠如.试论课堂教学案例的基本理论与实践[J].教育理论与实践,2001,(04).
4.徐延宇、汤小红.教学案例理论基础探析[J].学位与研究生教育,2002,(06).
5.杨毅.案例教学法在教学中运用[J].云南教育,2001,(25).
6.李殿卿.案例教学在六年级思想品德课教学中的运用[D].内蒙古师范大学,2004.
7.许立新.教师教育中的案例教学研究[D].华东师范大学,2004.
8.唐虹.案例教学在中学思想政治课中运用的研究[D].华东师范大学,2006.
9.任金荣.初中思想品德课案例教学法的尝试[D].天津师范大学,2006.
10.邵光华.教师教育中的案例教学法研究及其启示[J].高等师范教育研究,2001,(05).
11.崔丽华.中学思想政治课的案例教学[D].首都师范大学出版社,2003.
12.黄辉.案例教学法的优劣与改进[J].福建教育学院学报,2001,(04).
13.张君玉.浅谈案例教学法在政治经济学课堂教学中运用[J].海南广播电视大学学报,2002(02).
14.邵广侠.思想政治课案例教学浅探[J].思想政治课教学,2002(06).
15.李惠男.浅谈案例教学法在政治课教学中的运用[J].思想政治课教学,2002(03).
16.王少非.案例法的历史及其对教学案例开发的启示[J].教育发展研究,2000.
17.王山林.案例教学法在政治课教学中的运用[J].中学政治教学参考,2003(07).
18.胡冬临.论案例教学艺术[J].中国职业技术教育,2000(12)
19.王宗廷.案例教学中课堂讨论引导的艺术[J].教育艺术,1999(12).
20.张新平.论案例教学及其在教育管理课程中的运用[J].课程·教材·教法,2002(10).
21.邓云洲.案例教学：一种可供教育学教学移植的范例[J].教育发展研究,2001(04).
22.张继学.案例教学及其在国内的发展现状[J].职业教育研究,2004(11).
23.许迎庆.关于实施案例教学的几个问题[J].兵团党校学报,2002,(04).
24.陆宏英.案例教学法的实际操作论[J].池州师专学报,2002,(04).
25.江超庸.案例教学的回顾与展望[J].探求,2000(06).
26.王宗廷.案例教学中课堂讨论引导的艺术[J].教育艺术,1999(12).
②小劳伦斯·E.列恩著,郗小剑等译：公共管理案例指南,中国人民大学出版社,2001年,第46页.
①转引自刘双：案例教学若干问题的辨析,教学管理,2003年,第6期第31页。
②杨毅著：案例教学在教学中的运用,云南教育,2001年,第25期第43页。
①朱金生,案例教学法及其在我国MBA教育中的作用,学位与研究生教育,1999年,第6期.
②朱金生,案例教学法及其在我国MBA教育中的作用,学位与研究生教育,1999年,第6期.
①王恒新：让课堂充满生命的活力,中国教育学刊,2003年,第10期第40页.
①周卫著：变革社会中的教师和教学工作,上海教育科研,2002年,第11期 第75页.
②小劳伦斯·E.列恩著,郗小剑等译：公共管理案例教学指南,中国人民大学出版社,2001年,第128页.
①[美]约翰·杜威著,赵详麟等译,学校与社会·明日之教育[M]北京人民教育出版社1994年,第216页。
①转引自高凌飚、黄韶斌：教学中的非正式评价,中小学教育,2004年,第5期第23页.
1.郑金洲.案例教学：教师专业发展的新途径[J].教育理论与实践,2002,(07).
2.顾泠沅.教学任务与案例分析[J].上海教育科研,2001,(03).
3.李忠如.试论课堂教学案例的基本理论与实践[J].教育理论与实践,2001,(04).
4.徐延宇、汤小红.教学案例理论基础探析[J].学位与研究生教育,2002,(06).
5.杨毅.案例教学法在教学中运用[J].云南教育,2001,(25).
6.李殿卿.案例教学在六年级思想品德课教学中的运用[D].内蒙古师范大学,2004.
7.许立新.教师教育中的案例教学研究[D].华东师范大学,2004.
8.唐虹.案例教学在中学思想政治课中运用的研究[D].华东师范大学,2006.
9.任金荣.初中思想品德课案例教学法的尝试[D].天津师范大学,2006.
10.邵光华.教师教育中的案例教学法研究及其启示[J].高等师范教育研究,2001,(05).
11.崔丽华.中学思想政治课的案例教学[D].首都师范大学出版社,2003.
12.黄辉.案例教学法的优劣与改进[J].福建教育学院学报,2001,(04).
13.张君玉.浅谈案例教学法在政治经济学课堂教学中运用[J].海南广播电视大学学报,2002(02).
14.邵广侠.思想政治课案例教学浅探[J].思想政治课教学,2002(06).
15.李惠男.浅谈案例教学法在政治课教学中的运用[J].思想政治课教学,2002(03).
16.王少非.案例法的历史及其对教学案例开发的启示[J].教育发展研究,2000.
17.王山林.案例教学法在政治课教学中的运用[J].中学政治教学参考,2003(07).
18.胡冬临.论案例教学艺术[J].中国职业技术教育,2000(12)
19.王宗廷.案例教学中课堂讨论引导的艺术[J].教育艺术,1999(12).
20.张新平.论案例教学及其在教育管理课程中的运用[J].课程·教材·教法,2002(10).
21.邓云洲.案例教学：一种可供教育学教学移植的范例[J].教育发展研究,2001(04).
22.张继学.案例教学及其在国内的发展现状[J].职业教育研究,2004(11).
23.许迎庆.关于实施案例教学的几个问题[J].兵团党校学报,2002,(04).
24.陆宏英.案例教学法的实际操作论[J].池州师专学报,2002,(04).
25.江超庸.案例教学的回顾与展望[J].探求,2000(06).
26.王宗廷.案例教学中课堂讨论引导的艺术[J].教育艺术,1999(12).