“概论”课中案例教学法的运用现状与优化策略研究

发布时间：2018-05-19 01:31

本文选题：“概论”课 + 案例教学法　；参考：《西南大学》2017年硕士论文

【摘要】：案例教学法强调以案例为载体为学生学习创设一个特定教学情景,通过师生、生生之间的双向和多向互动,促进学习者掌握相关理论并形成高层次能力。“概论”课是高校思想政治理论课中的核心课程,是宣传主流意识形态和党的方针政策的主渠道,是引导大学生树立正确政治观念和思想观念的重要理论课程。将案例教学法引进“概论”课中,有利于提高教学的针对性和亲和力,对于大学生理解、认同、信仰中国化马克思主义理论有着重大意义,在“概论”课中运用案例教学法已经成为“概论”课教学改革的趋势。然而,在现实的“概论”课教学实践中,案例教学法的运用还存在着诸多问题,制约着案例教学法作用的发挥,也影响着“概论”课教学目标的达成。为此,本研究深入“概论”课教学实践,观察并分析“概论”课中案例教学法的运用现状,深入探讨运用中存在的问题和问题背后的原因,最后提出“概论”课中案例教学法优化运用的策略。全文共分为三个部分:第一部分,案例教学法的科学逻辑及其在“概论”课中运用的意义和要求,这是本文的逻辑起点。本部分对案例教学法的涵义和特点进行界定和分析,并在此基础上探讨了案例教学法在“概论”课中运用的意义和要求。本部分重点探讨了“概论”课中案例教学法运用要求,即在教学设计、教学实施、教学评价各个环节中的要求,为观察“概论”课中案例教学法的运用现状奠定理论基础。第二部分,“概论”课中案例教学法的运用现状分析,这是本文的逻辑展开。本部分通过实证观察和访谈对“概论”课中案例教学法的现状进行分析,“概论”课中案例教学法运用的良好表现为:师生对“概论”课中案例教学法认可度较高、教学设计坚持正确的政治导向、案例呈现时机恰当、总结与精讲较为及时;“概论”课中案例教学法运用存在的问题表现为:部分教师存在不愿使用或者泛滥使用的错误倾向、教学设计缺乏贴近性、教学实施缺乏规范化、教学效果还有待提高。对于这些问题,本文主要从教师、学生、案例和教学条件四个方面入手分析其原因,其中部分“概论”课教师运用案例教学法的能力和动力不足、部分学生有效参与案例教学的意识和能力不足、优质案例资源缺乏、教学条件不能适应是主要原因。第三部分,“概论”课中案例教学法优化运用的策略,这是本文的逻辑终点。本部分针对“概论”课中案例教学法运用存在的问题和原因,从提高“概论”课教师运用案例教学法的素质和能力、增强大学生参与案例教学法运用的动机和能力、促进”概论”课优质案例资源的开发和共享、优化教学管理四个方面提出优化“概论”课中案例教学法运用的策略。
[Abstract]:The case teaching method emphasizes the case as the carrier to create a specific teaching situation for the students, through the two-way and multi-directional interaction between the teachers and students, students and students, to promote the learners to master the relevant theory and form a high-level ability. "introduction" is the core course of ideological and political theory in colleges and universities, the main channel of propagating the mainstream ideology and the Party's principles and policies, and the important theoretical course to guide college students to set up correct political and ideological concepts. The introduction of case teaching method into the course of "introduction" will help to improve the pertinence and affinity of teaching, and it is of great significance for college students to understand, identify with and believe in the theory of Marxism in China. The application of case teaching method in the course of introduction has become the trend of teaching reform in the course of introduction. However, in the practical teaching practice of "introduction", there are still many problems in the application of the case teaching method, which restricts the exertion of the case teaching method and affects the achievement of the teaching goal of the "introduction" course. Therefore, this research goes deep into the teaching practice of "introduction", observes and analyzes the present situation of the application of the case teaching method in the course of "introduction", and probes into the problems existing in the application and the reasons behind the problems. Finally, the paper puts forward the strategy of optimizing the application of case teaching method in the course of introduction. The full text is divided into three parts: the first part, the scientific logic of the case teaching method and the significance and requirements of its application in the course of "introduction", which is the logical starting point of this paper. This part defines and analyzes the meaning and characteristics of the case teaching method, and on this basis discusses the significance and requirements of the application of the case teaching method in the course of "introduction". This part focuses on the application requirements of case teaching method in the course of "introduction", that is, the requirements in teaching design, teaching implementation and teaching evaluation, which lays a theoretical foundation for observing the present situation of the application of case teaching method in the course of "introduction". The second part is the analysis of the application of case-teaching method in the course of introduction, which is the logic of this paper. Through empirical observation and interview, this part analyzes the present situation of the case teaching method in the course of "introduction". The good performance of the case teaching method in the course of "introduction" is that teachers and students have a high degree of acceptance of the case teaching method in the course of "introduction". The teaching design adheres to the correct political orientation, the case presents the appropriate time, the summary and the elaboration is more timely; the problems in the use of the case teaching method in the "introduction" class are as follows: some teachers have the wrong tendency of unwilling to use or overflowing with the use of the case teaching method. The teaching design lacks closeness, the teaching implementation lacks standardization, and the teaching effect needs to be improved. For these problems, this paper mainly analyzes the reasons from four aspects of teachers, students, cases and teaching conditions, among which some of the teachers of "introduction" have insufficient ability and motivation to use case teaching methods. The main reason is that some students' consciousness and ability to participate in case teaching effectively, the lack of high quality case resources and the unsuitable teaching conditions are the main reasons. In the third part, the strategy of optimizing the application of case-teaching method in the course of introduction is the logical end of this paper. This part aims at the problems and reasons of the application of the case teaching method in the course of "introduction", from improving the quality and ability of the case teaching method in the course of "introduction", strengthening the motivation and ability of college students to participate in the application of the case teaching method. To promote the development and sharing of high-quality case resources and to optimize teaching management, the strategies for optimizing the use of case teaching methods in the course of "introduction" are put forward.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G641

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