摘要
与传统教学模式相比,案例教学在巩固学生对基本概念的记忆方面却较为欠缺,但有两种案例法能够解决案例教学中的不足:一是单案例重复使用法,二是双案例依次使用法。前一种方法要求所选案例具有引起学生学习理论知识兴趣和具备可应用分析双重功能;后一种方法要求所选的两个案例分别具有引起学生学习理论知识的兴趣和让学生应用知识分析问题的功能。因此,在以后的教学案例选择和设计时,需要根据案例所具备的不同功能进行细化分类,同时要遵循针对性、时效性、鲜活性和两重性等原则,以适应"90后"大学生的学习需求。
Compared with the traditional teaching model, the case teaching can＇t consolidate the students＂ memory of basic concepts, but two methods of case teaching can solve the shortage in the case teaching. One is single case re-use and the other is double case in order. In the first method, the case chosen plays the double functions of arousing students＇ interest in studying theoretical knowledge and making students use and analyze it at the same time. In the second method, the two cases chosen play the function of arousing the students＂ interest to study theoretical knowledge and making the students apply the knowledge to analyze the problems respectively. So in the course of case choosing and designing, cases should be classified according to different functions. Simultaneously, in order to meet the need of students born after 1990s, cases should be suit for the principles which include rele- vance, timeliness, live and the duality.
出处
《青岛职业技术学院学报》
2012年第4期37-40,47,共5页
Journal of Qingdao Technical College
