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 Wysłany: Czw 22:21, 13 Sty 2011 Temat postu: Epistemological Analysis _4448 Case Method |
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Epistemological Analysis of Case Teaching Method
Mobilize the enthusiasm of all students, in a limited DCf ~ 3 years, not all students have the opportunity to put forward their views, express their views, some students may therefore be lazy in learning, a \So. Case method applies only to quick thinking, articulate better the students, for the introverted, ineloquent students may not play a relevant role. Therefore, the case method for the case of the small number of students in class, especially for the study of class discussion of learning. 3l Third,[link widoczny dla zalogowanych], improve the effectiveness of case method from the epistemological perspective, the case method is a consistent understanding of the law change students from passive to active teaching methods, is a guide the students to scientific discovery, scientific analysis and inspire students to recognize know that interest groups play a role in cognition, and fully mobilize the enthusiasm of the students, initiative and dynamic ways of thinking power. But, as any method has its own conditions for the establishment of the same case method is no exception. Therefore, improving the effectiveness of case method, you must understand the case method of operating skills. 1. Correctly grasp the Case Method Case Method applicable conditions generally applicable to smaller classes, especially for graduate teaching or graduate class on class. If the class size too, although you can transfer part of the case teaching students to think of the initiative, and to some students to express views on the case, you can make teaching more lively and active form,[link widoczny dla zalogowanych], but may still cause some students to learn in a passive state . 2. Select or prepare a good case for a theory of learning for the purpose of teaching, the case should be selected or prepared to learn the content contains the general theoretical proposition; for exploratory learning, to select or write the existing theories can not explain the phenomenon as a case material. The former reflects the function of scientific explanation, which reflects a scientific discovery. Case or whether it is written in selected cases, on the premise that describes a complete and true story. 3. First case method of process optimization, case teaching needs to spend some time talking about cases, it is a small case can spend in the classroom for l0 minutes or so to introduce further discussion. If a big case you need to be distributed to students before class first to know. Second, the case method of the mechanism is community discussion and community impact by a certain paradigm,[link widoczny dla zalogowanych], but also because different students with different cognitive structure of the case may have very different interpretations, so both cases need to introduce to introduce specific theoretical background, logic and framework, that is familiar with the case of the process is the process of learning theory 32. Therefore, before the distribution of cases in class,[link widoczny dla zalogowanych], you can list should read the literature, the theoretical points listed should be sure to build a common theoretical paradigm. Third, express their views, to enable students to fully express their views on the explanatory case. In this process, in order to free and original, not stifle good ideas, you can follow the \Fourth, the limited express views. To enable more students express their opinions, the statement should be limited to students, requiring students to use the simplest, most concise language to express their thoughts points. Fifth, the extraction of sublimation. Teachers in case teaching is a very active exploration of the subject, and is a better system than the students with theoretical knowledge and a more comprehensive body of thinking. In the case of teaching, teachers guide the students to undertake, encourage students to express views on the students to summarize the role. In the case of teachers teaching, students on the basis of the discussion, guiding students to grasp the phenomenon of the particular problem,[link widoczny dla zalogowanych], the constraints of the phenomenon, the \Different views of students to provide training, scraping up the general hypothesis or theory, and a brief analysis of the empirical, or that further thought.
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