Research On The Application Of Case Teaching Method In "Life And Philosophy" Module In Ideological And Political Course In Senior Middle School

Constructivism teaching advocates students’ independent inquiry andcooperative learning, which is a breakthrough and innovation for the traditionalclassroom teachers "cramming education" teaching and learning.Case-teachingthrough cases presented in class, the students under the guidance of teachers toanalysis and explore the contradictory problems in case, so as to establish theconnection between theory and practice.The application and promotion of case-based teaching in politics teachingof high school, is beneficial to stimulate students’ interest in learning,cultivating the students’ creative thinking, enhancing the courses sense oftimes."Life and Philosophy" module in politics teaching of high school has longbeen considered to be difficulties of the course by teachers and students inpolitics teaching of high school, which is difficult to teach for teachers, anddifficult to learn for students. Basing on the experience in the education practice,the author analyzed the application of Case-based teaching in "Life and Philosophy"module.The paper is mainly divided into four parts:The first part is about the summary of case-based teaching. First of all,by consulting literature，the author generalizes the connotation of case teachingand summarizes the characteristics of case and case teaching concept; Secondly,the author analyzes the differences and contacts between case teaching method andexample teaching method. Finally, the author elaborates the basis of the theoryof case teaching. On the basis of the analysis on the origin of case teaching,the author summarizes the theoretical basis of the three case teaching, namelypiaget’s constructivism learning theory, bruner’s discovery learning theory andthorndike’s theory of learning transfer.The second part analyzed three necessaries of case-based teaching. It ismainly divided into three parts: Firstly, it is a necessary choice to implementand carry out the new curriculum reform. Secondly, the characteristics of “Life and Philosophy" module’s textbook provides a basis for the implementation ofCase-based teaching. Last but not least, the psychological characteristic ofsenior high school students provides objective conditions for case-based teaching.The third part is about the organization and implementation of case-basedteaching in "Life and Philosophy" module, which is mainly discussing how to carryout case teaching teachers in "Life and Philosophy" in the whole process forteachers.which is divided into three stages: The first stage is preparation beforeclass, including the preparation of concept, case preparation and teaching. Thesecond stage is Classroom implementation including the present case, analysis,summarizes the evaluation. The consolidation after class is the last stage.The last part analyzed the basic problems that should be paid attention tothe employment of case-based teaching in "Life and Philosophy" module. As a"foreign" method, Case teaching’s actual operation process necessarily exist manyproblems.According to the characteristic of "Life and Philosophy" module andthe author’s experience in educational practice, the author raises three problems:Firstly, how to select the case appropriately, the problem how to put forward caseproblem effectively."Case" through case teaching, and we can choose thousandscases in teaching “Life and Philosophy”, but the cases need to be carefullyselected. Secondly, the problem how to put forward case problem effectively, inwhich part the author analysis the characteristics of effective problems, and putsforward puts forward the way to choose the "effective" problem under theobservation the f the case teaching in classroom.Lastly, the problem how tocorrectly treat the generative resource in case-based teaching. The students havetheir independent thought and independent personality of the individual, so Anya kind of teaching can’t completely carried out in accordance with thepresupposition of the teacher, which means the teachers must have a certaineducation tact to deal with "surprise", and many "surprise" can be under theguidance of teachers’ wisdom collision out the beauty of the "spark".Using literature research and observation in the process of research,analyzing the use of case teaching in high school thought political lesson of Life and Philosophy" module through the above four parts of the system, the full textresearch significance lies in to "life and philosophy of teaching provides thereference method to make the course learning more meaningful.