本文關(guān)鍵詞： 哈佛 案例教學(xué) 師生互動(dòng) 以學(xué)生為中心　出處：《沈陽師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：案例教學(xué)是指教師根據(jù)一定的教學(xué)目的,選擇適當(dāng)?shù)陌咐鳛榻虒W(xué)材料，，通過討論、問答等師生互動(dòng)的方式，使學(xué)生掌握相關(guān)的概念或理論，并培養(yǎng)學(xué)生分析問題、解決問題能力的教學(xué)方法。長(zhǎng)期以來，我國課堂教學(xué)“以教師為中心”，教學(xué)方式以教師講授為主，而案例教學(xué)最大的特點(diǎn)是“以學(xué)生為中心”和“師生互動(dòng)”，案例教學(xué)的引入不僅是教學(xué)方法和教學(xué)模式的革新，還是對(duì)傳統(tǒng)教學(xué)理念的革新。因此研究案例教學(xué)對(duì)我國教育改革具有重要意義。 本論文以案例教學(xué)為核心，以個(gè)案分析的方法對(duì)哈佛大學(xué)的案例教學(xué)作了歷史考察和系統(tǒng)分析，旨在透過這種考察和分析得出哈佛大學(xué)案例教學(xué)的特點(diǎn)及對(duì)我國高等教育教學(xué)改革的啟示。本論文共分五個(gè)部分。第一部分是引言。第二部分追溯案例教學(xué)的歷史淵源，回顧哈佛大學(xué)案例教學(xué)的發(fā)展歷程。第三部分對(duì)哈佛大學(xué)案例教學(xué)的實(shí)施流程進(jìn)行動(dòng)態(tài)考察，分課前準(zhǔn)備、課堂實(shí)施、課后鞏固和評(píng)價(jià)三個(gè)階段進(jìn)行論述。第四部分歸納總結(jié)哈佛大學(xué)案例教學(xué)的特點(diǎn):建立在美國的經(jīng)濟(jì)、文化基礎(chǔ)之上；注重教學(xué)案例的編制；強(qiáng)調(diào)互動(dòng)和主動(dòng)學(xué)習(xí)；評(píng)價(jià)方式多元化；注重學(xué)生能力的培養(yǎng)。并從教學(xué)目的、教學(xué)材料、教學(xué)方式、教師角色和學(xué)生角色五個(gè)方面與傳統(tǒng)課堂教學(xué)進(jìn)行比較。第五部分是筆者對(duì)案例教學(xué)的評(píng)價(jià)與思考，得出對(duì)我國高等教育教學(xué)改革的幾點(diǎn)啟示：確立“以學(xué)生為中心”的教學(xué)理念；改革課堂教學(xué)方式，開展師生互動(dòng)；建立配套的教學(xué)制度，建設(shè)研究型大學(xué)。
[Abstract]:Case teaching means that according to a certain teaching purpose, teachers choose appropriate cases as teaching materials and make students master relevant concepts or theories through discussions, questions and answers and other ways of interaction between teachers and students. For a long time, the classroom teaching in our country has been "teacher-centered", and the teaching method is mainly taught by teachers. The biggest characteristic of case teaching is "student-centered" and "teacher-student interaction". The introduction of case teaching is not only the innovation of teaching method and teaching mode. Therefore, the study of case teaching is of great significance to the educational reform of our country. This paper takes case teaching as the core, and makes a historical investigation and systematic analysis on the case teaching of Harvard University by case analysis method. The purpose of this paper is to obtain the characteristics of case teaching in Harvard University and its enlightenment to the teaching reform of higher education in China through this investigation and analysis. This paper is divided into five parts. The first part is the introduction. The second part traces the history of case teaching. History. Review the development of Harvard case teaching. The third part of the Harvard University case teaching implementation process of dynamic investigation, divided into pre-class preparation, classroom implementation. Part 4th summarizes the characteristics of Harvard case teaching: it is based on American economy and culture; Pay attention to the compilation of teaching cases; Emphasis on interaction and active learning; Diversification of evaluation methods; Pay attention to the cultivation of students' ability. And from the teaching purpose, teaching materials, teaching methods. Compared with the traditional classroom teaching in five aspects: teacher role and student role. Part 5th is the author's evaluation and reflection on case teaching. Some enlightenments to the teaching reform of higher education in China are obtained: establishing the teaching idea of "student-centered"; Reforming classroom teaching methods and developing teacher-student interaction; The establishment of supporting teaching system, the construction of research universities.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G649.712

【引證文獻(xiàn)】

相關(guān)期刊論文 前3條

1 張鮮華;;高校經(jīng)管類雙語課程案例教學(xué)實(shí)施模式研究[J];天水師范學(xué)院學(xué)報(bào);2013年02期

2 張勤;張海麗;張綠水;;案例教學(xué)在《園林規(guī)劃設(shè)計(jì)》課程中的應(yīng)用[J];天津農(nóng)業(yè)科學(xué);2013年07期

3 王梅生;楊冬梅;;金融業(yè)廉潔教育中金融腐敗案例教學(xué)研究[J];中外企業(yè)家;2013年11期

本文編號(hào)：1463922