A Study On Operational Situation And Corresponding Solutions Of Teaching Case In High School Political Lesson Practice

Compared with other teaching techniques, case application surpass them apparently in meeting new curriculum standard’s requirements which focuses on developing students’ competence of discovering key points and evaluating main viewpoint of pertinent cases. With the deepening of curriculum reform and the exploration of case-based teaching method, front-line teachers have already realized the importance of applying cases in teaching context, and some of them can also employ it in real teaching situation. However, low efficiency remains as a problem, for most teachers limit themselves to searching cases beyond textbooks while turn blind eyes to these interesting and acceptable cases in textbooks which have been compiled after curriculum reform.This problem deserves teachers’ reflection and rectification. In order for most front-line political teachers to square up the application value of textbook cases and equip themselves with operable strategies to apply textbook cases efficiently, the author took full advantage of her two-month practicum experience to collect data with interview and questionnaire, summarizing the existing problems and possible causes underlying high school political teachers’ low efficiency of case application, then putting forward several practical suggestions and solutions based on previous research on case-based teaching.Four sections comprise this thesis. The first section includes the following contents:the theory and characteristics of case; the significance of case application from the perspectives of textbook,teacher, and student. The second and third sections are the key section, which analyzes the existing problems and possible causes, and analyze the distribution of cases in high school political textbook---Economic Life---from the perspectives of quality and quantity. There are mainly three kinds of problems: teachers’emphasis on the explanation of theoretical knowledge instead of case study; inadequate application of textbook cases and seeking for cases beyond textbook; low efficiency of textbook case application. Towards these problems, the author analyzes the potential causes from both subjective and objective aspects. On the subjective aspect, namely from teachers’ aspect, the main causes are listed as follows: political teachers may not have adequate awareness or understanding of the importance of case application; teachers do not have the ability to apply textbook cases. While on the objective aspect, the two main limitations lie on teaching context and textbook. The last section is the main body of this thesis, where the author puts forwards several possible solutions from the continuous process of case selection, organization, analysis and reflection based on previous categorization textbook cases’ application value.