Discussion Of The Theory Of Teaching In Public Education Cases

Public pedagogy is one of the major subjects in teacher education, which makes itself important for its function in helping teachers to build up scientific educational conception and to possess proper educational approaches and abilities. But for a long-term, the status quo of teaching public pedagogy isn' t quite approving, which may put down to an underlying hypothesis that students seems easily to put into use pedagogic knowledge received in class. That' s why a common method was used in teaching pedagogy, which was called "theory into practice" . The common steps using this pattern includes teaching some educational theories to students, expecting them to bear such abstract knowledge in mind, and presuming that those taught educational theories and teaching skills can be automatically re-practiced, if only field practice is provided. But in fact, theory and practice are the two different dimensions. They can interact, but not the same. Putting educational theories into practice is a complex process, with its own disciplines.Case method in teaching had better be seen as a means with some certain educational aims. By this means, typical cases are formed from real teaching context, which can be used to inspire individual studies or group talk, thus at last improving students' abilities to realize and analyze problem context. Case method seems to be a bridge between theory and practice. Therefore, using case method in public pedagogy can help students improve their teaching.This dissertation firstly discusses the relationship between theory and practice, especially in the field of education. The second part involves the meanings of case and case method, as well as the significance of case method used in public pedagogy. In the third part, after summarizing the successful experiences of case method used in law and economics, the author puts forward the pattern for case method in public pedagogy?"preparation-experience-reflection-construction-cooperation between teachers and students" . And also a quite full analysis on the basic theory and specific requirements for those five steps is made. As to the last part, this dissertation deals with the exertion and requirement for case method in public pedagogy, including how to compose and design cases, and how to exert case method. Furthermore, the limitation for case method in pedagogy is also mentioned here. The author figures out that complexion should be taken into consideration, when we choose available teaching methods for public pedagogy.