Public Education Case Teaching And Curriculum Reconstruction

The largest problem in the present common pedagogy teaching is that the students don't believe and can't apply skillfully the theories they have mastered in the practice and their knowledge isn't the internalized one. As a result, the basic objective of common pedagogy should be to promote students to internalize the theories they have learned.As a kind of new teaching method, case teaching provides common pedagogy the opportunity to solve the problems it is confronting. It can adapt itself to the changes in the idea of educational knowledge, help the students to form the base of a reflective teacher in both notion and ability, and raise their motive to learn pedagogy.In order to put case teaching in practice, it is necessary to construct common pedagogy curriculum over again. The curriculum can be divided into theory and case part. Theory curriculum ought to change its "subject system-oriented" frame into the "problem-oriented" one, and integrate its theories newly. At the same time, cases must be selected and developed in term of the objective of case curriculum and the goal of case teaching, specific content of theory curriculum, the standards of a good case and students' various actual conditions, and be composed a case curriculum in a certain way. The curriculum evaluation should also adopt a new method, which has such traits as multiple evaluation information and its sources, more democratic way, stress on students' self-evaluation, and emphases that aims at students' internalization of theoretic knowledge and development of advanced thinking abilities.The result of positive study indicates that case teaching contributes to overcoming the defects common pedagogy has, but in the course of its implementation, it also faces some baffles and puzzles. And how to solve these baffles and puzzles will be one of study aspects in the common pedagogy case teaching.