案例教學法在中職語文教學中的應用
發(fā)布時間：2018-09-01 06:55
【摘要】：隨著經濟、科技的高速發(fā)展,社會生產技術進步迅猛。日新月異的社會生產領域對其從業(yè)人員的職業(yè)能力提出了更高的要求,傳統(tǒng)的“按需培養(yǎng)”及“職業(yè)框架”教育模式已不再適應市場需求,因此,以培養(yǎng)學生全方位跨專業(yè)職業(yè)能力為目標的案例教學法應運而生。案例教學法的雛形最初可追溯到古希臘時期著名的教育學家蘇格拉底的詰問法。而進入近代社會,真正將案例教學法作為一種規(guī)范的教育方法大規(guī)模正式運用于教育領域的當屬哈佛大學的法學院。所謂案例教學法,是指教師根據(jù)一定的語文教學目的,以案例為教學載體,將學生引入語文應用實踐的情境中,通過課堂的思維啟發(fā)、深入研討、合作探究、多元評價等形式,全面培養(yǎng)學生對于工作、生活中復雜語文實踐情境的分析問題、解決問題能力的教學方式。上世紀80年代以來,案例教學法以其所體現(xiàn)的先進的教育理念、靈活的教育手段在西方各國職教領域得到了廣泛的認可,以德國為代表的諸多職教強國紛紛吸納、運用,至今已然發(fā)展成為一種成熟、完善的職業(yè)教育教學手段。然而,目前在我國,將案例教學法引入職教體系的探索尚處于起步階段,相關的研究著述并未形成系統(tǒng)、完善的理論架構。案例教學法符合中職學校的辦學目標、中職語文的課程性質,也符合中職學生的特點,能夠廣泛地運用于中職語文的口語表達教學、閱讀寫作教學、詩歌鑒賞教學等方面。同時,案例教學法能夠滿足新課標的要求,彌補傳統(tǒng)中職語文教學模式的不足,促進師生共同發(fā)展。將案例教學法運用于中職語文課堂,應注意使語文教學與專業(yè)特色有機結合,將案例教學法與其他教學法結合使用,并盡可能為實施教學提供更寬裕的時空條件。本文從案例教學法的概念出發(fā),探討案例教學法在中職語文教學中應用的可行性與必要性,在此基礎上提出具體的應用策略,列舉相關的應用實例,并指出應注意的問題。
[Abstract]:With the rapid development of economy and science and technology, the progress of social production technology is swift and violent. The ever-changing field of social production has put forward higher demands on the professional ability of its employees. The traditional "on-demand" and "vocational framework" education models are no longer adapted to the needs of the market, therefore, the traditional "on-demand" and "vocational framework" education models are no longer suitable for the needs of the market. The case-based teaching method which aims at cultivating students' all-round cross-major professional ability came into being. The prototype of the case-teaching method can be traced back to Socrates' examination of the famous educationist in ancient Greece. In the modern society, the law school of Harvard University used case teaching method as a standard method of education on a large scale. The so-called case teaching method means that according to a certain purpose of Chinese teaching, teachers take the case as the teaching carrier, introduce students into the situation of Chinese application practice, through the classroom thinking inspiration, in-depth discussion, cooperative exploration, multiple evaluation and other forms. To train the students to analyze the complicated Chinese practical situation and to solve the problems in their work and life. Since the 1980s, case teaching method has been widely recognized in the field of vocational education in western countries with its advanced educational concept and flexible educational means, and many vocational education powers represented by Germany have absorbed and applied it one after another. Up to now, it has developed into a mature and perfect means of vocational education and teaching. However, at present, the exploration of the case teaching method into the vocational education system is still in its infancy in our country, and the relevant research works have not formed a systematic and perfect theoretical framework. The case teaching method accords with the aim of the secondary vocational school, the curriculum nature of the secondary vocational school Chinese and the characteristics of the secondary vocational school students. It can be widely used in the teaching of spoken language, reading and writing, poetry appreciation and so on. At the same time, the case teaching method can meet the requirements of the new curriculum standard, make up for the shortcomings of the traditional Chinese teaching mode in secondary vocational schools, and promote the common development of teachers and students. To apply the case teaching method to the Chinese classroom of secondary vocational school, we should pay attention to the organic combination of Chinese teaching and professional characteristics, combine the case teaching method with other teaching methods, and provide more abundant space-time conditions for the implementation of teaching as far as possible. Starting from the concept of case teaching method, this paper discusses the feasibility and necessity of the application of case teaching method in Chinese teaching in secondary vocational schools. On this basis, it puts forward specific application strategies, enumerates relevant application examples, and points out some problems that should be paid attention to.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.3
本文編號：2216452
[Abstract]:With the rapid development of economy and science and technology, the progress of social production technology is swift and violent. The ever-changing field of social production has put forward higher demands on the professional ability of its employees. The traditional "on-demand" and "vocational framework" education models are no longer adapted to the needs of the market, therefore, the traditional "on-demand" and "vocational framework" education models are no longer suitable for the needs of the market. The case-based teaching method which aims at cultivating students' all-round cross-major professional ability came into being. The prototype of the case-teaching method can be traced back to Socrates' examination of the famous educationist in ancient Greece. In the modern society, the law school of Harvard University used case teaching method as a standard method of education on a large scale. The so-called case teaching method means that according to a certain purpose of Chinese teaching, teachers take the case as the teaching carrier, introduce students into the situation of Chinese application practice, through the classroom thinking inspiration, in-depth discussion, cooperative exploration, multiple evaluation and other forms. To train the students to analyze the complicated Chinese practical situation and to solve the problems in their work and life. Since the 1980s, case teaching method has been widely recognized in the field of vocational education in western countries with its advanced educational concept and flexible educational means, and many vocational education powers represented by Germany have absorbed and applied it one after another. Up to now, it has developed into a mature and perfect means of vocational education and teaching. However, at present, the exploration of the case teaching method into the vocational education system is still in its infancy in our country, and the relevant research works have not formed a systematic and perfect theoretical framework. The case teaching method accords with the aim of the secondary vocational school, the curriculum nature of the secondary vocational school Chinese and the characteristics of the secondary vocational school students. It can be widely used in the teaching of spoken language, reading and writing, poetry appreciation and so on. At the same time, the case teaching method can meet the requirements of the new curriculum standard, make up for the shortcomings of the traditional Chinese teaching mode in secondary vocational schools, and promote the common development of teachers and students. To apply the case teaching method to the Chinese classroom of secondary vocational school, we should pay attention to the organic combination of Chinese teaching and professional characteristics, combine the case teaching method with other teaching methods, and provide more abundant space-time conditions for the implementation of teaching as far as possible. Starting from the concept of case teaching method, this paper discusses the feasibility and necessity of the application of case teaching method in Chinese teaching in secondary vocational schools. On this basis, it puts forward specific application strategies, enumerates relevant application examples, and points out some problems that should be paid attention to.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.3
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，本文編號：2216452
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