The Application Study Of Case Teaching In “chinese Curriculum And Teaching Theory” Class

As Harvard University pioneered the use of case teaching, which has been widely applied to various fields, Since the 1990’s, it is more and more attention in higher education in our country. In 1998, the professional master degree of education steering committee put forward the education of master program to vigorously promote the case teaching method. Case teaching is an effective combination of theory teaching and practice teaching of teaching method, which is indispensable in modern higher education teaching methods. With the deepening of teaching reform in colleges and universities, especially under the background of teachers specialization, continuously introducing case teaching in the college classroom teaching, has gradually become a trend. Under the guidance of this trend, case teaching using in the course of Chinese curriculum and teaching theory in college teaching has become a possibility. In order to increase the understanding of case teaching and understanding, discussed in the "Chinese curriculum and teaching theory" course, the application of the full text is divided into four parts, and with the concept of case teaching and implementation as the focus of the inquiry.The first part is the introduction. The introduction part aimed to give a comprehensive summary of case teaching. Mainly summarized the research significance of case teaching using in the course of Chinese curriculum and teaching theory in college teaching, the use of case teaching in the course of case teaching research were reviewed, and the main research content of this paper and point of view.The second part is the basic theory summary. Firstly defined the "case", "case teaching" and the related concepts, and then on this basis, further discussed the case,the characteristics of case teaching, case teaching and other related teaching analysis;Next discussed the case teaching based on the theoretical basis; Finally, plenty of questionnaire surveys interviews and classroom observations are conducted to reveal the status quo of case studies and present an objective analysis of the reason for thecurrent teaching situation. And thereafter, it is heading in a way for discussing the necessity of carrying out the case study in this lesson. Moreover, a detailed analysis of the course features is also added to highlight the importance of case studies in Chinese Curriculum and Teaching Methodology.The third part expound the concrete application of case teaching in the course through the preparation before class, class teaching, case teaching, which lays a solid foundation for the feasibility of case study, and focuses on the significance of carrying out case studies in Chinese Curriculum and Teaching Methodology. The preparation before class mainly includes the preparation of both teachers and students, classroom teaching illustrates how to use the case teaching by six steps,instance teaching records a case lesson that the author teach.Chapter Four discussed some possible problem and gave some suggestions.Using case teaching method may cause some limitation, such as case teaching time is limited; the students’ individual difference influence participation; case teaching’s low efficiency; it is not easy to provide opportunities for real experience. There are some suggestion: to establish case database; to establish the team central speaker; to create a good teaching environment of case teaching; combined case teaching with other teaching methods; simulation of the classroom.In short, based on combing case teaching method systematically, this paper discussed how to implement case teaching in class, helpful to improve the curriculum teaching methods and teaching efficiency.