Study Of Case Teaching Mode In Minddle Schoole Ideology And Political Course

That the standard of a new round reform in curriculum lays emphasis on making efforts to cultivateand enhance the ability of students’ self-exploration, cooperative learning and the spirit of self--innovationis a great challenge to teaching reformation in the present ideological and moral course in middle school.The unavoidable limitation of "teach-to-accept” mode makes it unable to undertake the load of ideologyand politics course reformation under the new background. Thus Case Teaching, a new teaching mode,appears to improve this situation. Here "case" is a media, bringing specific examples into the class activity,upon which students and teachers can analyze and discuss the content of what they have learned together.Meanwhile, through the bridge function of ‘case’, students will master not only the content and but also theability of active learning and conscious thinking. Therefore, case teaching mode has become the idealchoice under the background of new curriculum reform, and it is a necessity to middle school’s moraleducation reformation.Under this situation, this study presents the whole procedures of M teacher’s teaching mode which isbased on his practice of Case Teaching and the attempt to construct Case Teaching Mode in Y middleschool. The study also shows us how the Case Teaching should be implemented in practice. The thesisincludes four parts: introduction, theoretical research, case studies, reflection of research.The study begins with theoretical research, and on the basis of clarifying the core concepts andtheories, we analyze the necessity of Case Teaching mode in ideological and moral teaching practice. Thenthe author tries to construct the Case Teaching Mode in four aspects: objective, condition, principle, process.Next, under the guidance of this mode, we observe one of M Teacher’s classes in Y school and stress threespecific procedures: preparation before class, class teaching activities and reflection after class. Therefore, how the Case Teaching Mode be put in practice is vividly demonstrated and analyzed in this thesis. Finally,through case study the author finds that the real-case-based teaching Mode offers both students andteachers to discuss and give their own opinions. It reflects the desire of respecting students’ growth,achieves their goals of general sustainable development and has a great impact on ideological and moralcourse and its reform in middle school. So, as a subject of teaching reform and practice activities, teachersshould consider to tackle the following questions: how to understand and implement the concept of caseteaching; how to choose the real case in life; how to deal with the relations among teachers’ quality, abilityand case teaching.