思想政治理论课案例遴选原则的价值取向

在大部分高校,学生普遍对思想政治理论课不感兴趣。为解决这个问题,教师会经常把案例运用到教学中,以增强思想政治理论课教学的实效性。但是要准确恰当地运用案例,还必须遵循一定的标准和原则,以便使之适用于思想政治理论课的教学。案例遴选的原则是多方面的,主要有真实性原则、针对性原则、趣味性原则和教育性的原则,这些原则都是有其特定的价值取向的:案例的真实性原则解决案例"是什么"的问题;案例的针对性原则解决案例"为了谁"的问题;案例的趣味性原则解决案例"怎么样"的问题;案例的教育性原则解决案例"有什么用"的问题。只有了解了案例遴选原则的价值取向,才能使遴选的案例更好地服务于教学。     

浅谈"法律基础"课案例选编的几点原则

"法律基础"课开展案例教学能够有效提高该课程的教学效果是普遍共识,而科学地安排案例教学,案例的选编可以说是重中之重."法律基础"课的案例选编应从该课程的学科定位出发,遵循思想政治性、实践性、针对性等原则.     

讨论教学的复杂性——教师教育中案例教学的观点

教学是一个复杂的领域",学会教学"是教师教育的核心性难题。作为专业教育的教师教育,案例分析是教育的基本方法原则,理论与实践结合是教育的根本原则。"学会教学"的问题与专业教育的特征启示我们,教师教育要考虑运用案例进行教和学的相关问题:案例的本质是什么,从案例中学习的本质,用案例教学的本质,针对案例法的运用面临的困境和课题。     

对案例教学法的思考与实践

案例教学的性质、特征及与其他教学方法的比较分析，是案例教学的特质所在。在案例教学中应贯彻学生主体性原则、教师教学指导性原则、案例前置原则和思维多向性原则，并在适当的时候加入“模拟法庭”练习，使案例教学在较高的层次上进行。     

学好、用好案例教学法 切实提高课堂效率——高中政治案例教学法的若干思考

案例教学法在高中政治教学中具有独特的优势,运用好案例教学对提高政治课堂教学效率具有重要的作用。本文阐述了高中政治案例教学法的含义与作用、案例教学法运用应遵循的原则,以大量的教学案例说明了如何凸显一个"精"字,做到精心筛选案例、精致设计案例、精巧呈现案例、精准评述案例、精深讨论与交流案例。     

德育课案例教学探究

围绕"如何培养高素质劳动者"的课题,职业教育工作者努力探索。本文就德育课、德育课教学、案例教学的认识与笔者的实践经历,提出了案例教学中关于案例编写、案例选择要遵循的原则。     

MBA“公司理财”课程案例教学的改进与创新

针对"公司理财"专业课程的内涵及特色,结合我国MBA"公司理财"课程的案例教学现状,分析"公司理财"案例教学中普遍存在的诸如国外案例的适用性、本土化案例的质量、授课时案例的选取以及案例教学中角色的定位等问题,提出了MBA"公司理财"专业建设模式的改进与创新。从教师应提高案例选取能力、摆正角色定位、积累实践经验和提高案例编写能力,应坚持优质本土化案例为主和国外经典案例为辅的案例选取原则,以及提高学生在案例教学中的参与程度等几个方面进行了探讨。     

案例教学法在农学类研究性教学中的应用

案例教学法被广泛应用于多学科研究生课程教学之中,但对其研究多侧重于案例教学内容,而缺少具体的操作方案,且它在农学类课程教学中鲜见应用。文章从农学类"双创"型人才培养的教学实践出发,分析案例教学法的特点和案例选择原则,并结合一个具体案例的教学实践过程,阐述了案例的选择、编写、课堂实施、延伸和完善的具体实施过程,总结案例教学法应用的要点,为农学类"双创"型人才培养过程中案例教学法的推广提供参考。     

案例教学在行业类高校“传热学”中的实践

针对当前大学生普遍存在理论脱离实际的问题,结合课程教学内容,将案例教学法引入到"传热学"课程的教学课堂中。文中从案例选择的原则、案例的制作、案例的运用和教学过程中的体会等多个方面阐述了将"案例"嵌入到电力行业类高校"传热学"课程教学中的实践过程。     

通用技术教学案例的选择原则——2013年省市教师教学技能比赛案例例说

通用技术课程的知识与内容结构特点为"知识+案例",案例的功效是促进课程目标有效达成。根据通用技术课程内容特点与教学案例的教育功效,如何选择并优化教学案例是关键,选择切合学生实际并感兴趣的教学案例正是教师"用好并活用教材"实质体现,教学案例的选择可遵循简约性、生活性、地方性、时代性、操作性等原则。     

对新型农村合作医疗基金几个问题的思考

新型农村合作医疗基金在征缴中应针对不同经济类型地区设计合理的筹资结构，实行半强制原则。建立缴费合理增长机制；在基金的补偿过程中应坚持“保大”原则，补助结构适当向基层医院倾斜，并适当降低起付线，提高封顶线。另外还应建立医疗救助制度，改革医疗卫生体制。     

突出“探究——研讨”过程 体现学生主体地位

“探究——研讨”教学法,是美国兰本达教授倡导的一种新型自然教学法。教师引导学生对自然事物进行观察、描述和互相交流,使他们在头脑中形成对认识对象的解释的思维模式,并在实践中加以检验。教学中,首先,要以教学目标为导向,激发情趣,诱发“探究——研讨”的动机;其次,要精讲巧问,多次实践,教给学生探究方法;再次,要集思广益,协作发展,培养学生集体研讨的能力;最后,要创设条件,主动参与,为学生“探究——研讨”提供良好氛围。     

不告不理与我国刑事诉讼

不告不理原则,是调整起诉和审判关系的基本诉讼原则,内涵十分丰富,有着曲折的历史发展过程。我国立法在二审审理范围、再审程序的启动等方面都没有彻底贯彻不告不理,在司法实践也存在着违背这一原则的情况,应予以改变并完善相关立法。     

What is Excellence in Practice? Empirical Explorations of Vocational Bildung and Practical Wisdom through Case Narratives

The approach of vocational Bildung didactics has been developed to investigate practical knowledge in matters of education for Bildung and phronesis (practical wisdom). Case narratives of unusual richness or success are at the core of the approach, each case representing an articulation of someone’s practical knowledge. The concept of a practice as developed by MacIntyre is introduced here as a way of situating the practical knowledge of Bildung and phronesis gained from case narratives. A series of case studies are discussed to examine the practices that surfaced. The result is a differentiation of MacIntyre’s concept in two directions: one more specific called vocational practice and one more general called a cultural practice. This differentiation is then applied to the case studies and it is argued that it helps illuminate aspects of them that previously were difficult to comprehend within the framework of vocational Bildung didactics. The conclusion is that biographical cases where cultural and vocational practices intersect are uniquely positioned to afford knowledge of how such intersections have been achieved through education and what they have meant for the person initiated into such matrixes. This, in turn, contributes to the insight with which we are able to design vocational education and training curricula that support initiation into dynamic vocational practices with a focus on the goods and virtues possible to develop through them.     

浅析实验教学法在教学中的应用

实验教学法是德国职业教育和职业培训广为采用的一种教学方法,近年已得到我国职教界的广泛认同,实验教学法与传统实验教学是两种不可等同的教学理论;实验教学法要具体实施,应具备足够的条件;作为实验教学法的实践者,主要从几个方面对实验教学法的教学实践作具体分析,促进实验教学法的推广应用。     

关于“数学教学论”课程增加说课内容的探索

探讨了"数学教学论"课程增加说课内容的必要性,提出了增加说课内容的原则,给出了增加说课内容的具体措施.     

Narthical religious learning: redefining religious education in terms of pilgrimage

Religious education at school should be more than just the acquisition of knowledge. It should not only provide cognitive facts on how religious people act according to their moral and religious convictions, but also on how learners can gain as much profit as possible from these facts in order to build their own identity as religious ‘tourists’. Good religious education challenges them also to become ‘pilgrims’ and to allow the ‘slow questions’ of religion to enter into their own life, in all their vulnerability and provisionality. This paper discusses the recent orientation towards religious experience in religious didactics in Western Europe and makes out a case for a mystagogical‐communicative or ‘narthical’ approach to religious learning. This argument is presented against the background of individualisation, pluralisation and detraditionalisation of religion, which is the typical context for young people in their search for meaning today.     

Learning study as a clinical research practice to generate knowledge about the learning of historical primary source analysis

There is a demand for educational research that addresses questions found in teachers’ practice. This line of research can be referred to as practitioner research, and it is motivated by the realisation that teacher professionalism is one of the most influential factors in determining student achievement. One question is whether the primary purpose of practitioner research should be to improve teaching practices, or to contribute to theoretical knowledge. Some argue that the primary concern should be contributions to changing practices, whereas others suggest that contributions to theory are equally important. The purpose of the article is to discuss how Learning study, regarded as a clinical research practice, can contribute to developing teaching practices and theory of history didactics in conjunction. Learning study is commonly described as an interventionist, iterative and collaborative research approach, focusing on the teaching of an object of learning, which in this case was the learning of primary source analysis in history. Examples of how the Learning study contributed to practice and theory are presented. Contributions include the suggestion that knowing primary source analysis involves the ability to distinguish and separate three critical aspects in a temporal, human and contextual dimension, and that the students’ personal perspectives are vital and should be regarded in the design of tasks and teaching. Based on the findings it is argued that practitioner research could aim at developing educational practices in conjunction with contributions to theory, and that practice and theory are necessarily entwined in the research process.     

师范生说课比赛评分失误之我见

探讨了现行师范生说课比赛出现的评分失误,分析了产生失误的原因,提出了矫正说课评分失误的原则及措施.     

困惑与抉择:当前教学论研究三问

教学论学科历经近三十年的恢复和发展,确实已经取得了很大的成就,但同时也面临着诸多问题和困惑。教学论研究主题不只是探求教学本质与规律,更在于关照教学实践;教学论研究的目的不只在于能指导他者的实践,更指向研究者自身实践的完善;教学论研究方式需要“群体合作”,但更依赖“个体探究”。