發(fā)布時(shí)間：2018-09-01 06:55

【摘要】：隨著經(jīng)濟(jì)、科技的高速發(fā)展,社會(huì)生產(chǎn)技術(shù)進(jìn)步迅猛。日新月異的社會(huì)生產(chǎn)領(lǐng)域?qū)ζ鋸臉I(yè)人員的職業(yè)能力提出了更高的要求,傳統(tǒng)的“按需培養(yǎng)”及“職業(yè)框架”教育模式已不再適應(yīng)市場(chǎng)需求,因此,以培養(yǎng)學(xué)生全方位跨專業(yè)職業(yè)能力為目標(biāo)的案例教學(xué)法應(yīng)運(yùn)而生。案例教學(xué)法的雛形最初可追溯到古希臘時(shí)期著名的教育學(xué)家蘇格拉底的詰問(wèn)法。而進(jìn)入近代社會(huì),真正將案例教學(xué)法作為一種規(guī)范的教育方法大規(guī)模正式運(yùn)用于教育領(lǐng)域的當(dāng)屬哈佛大學(xué)的法學(xué)院。所謂案例教學(xué)法,是指教師根據(jù)一定的語(yǔ)文教學(xué)目的,以案例為教學(xué)載體,將學(xué)生引入語(yǔ)文應(yīng)用實(shí)踐的情境中,通過(guò)課堂的思維啟發(fā)、深入研討、合作探究、多元評(píng)價(jià)等形式,全面培養(yǎng)學(xué)生對(duì)于工作、生活中復(fù)雜語(yǔ)文實(shí)踐情境的分析問(wèn)題、解決問(wèn)題能力的教學(xué)方式。上世紀(jì)80年代以來(lái),案例教學(xué)法以其所體現(xiàn)的先進(jìn)的教育理念、靈活的教育手段在西方各國(guó)職教領(lǐng)域得到了廣泛的認(rèn)可,以德國(guó)為代表的諸多職教強(qiáng)國(guó)紛紛吸納、運(yùn)用,至今已然發(fā)展成為一種成熟、完善的職業(yè)教育教學(xué)手段。然而,目前在我國(guó),將案例教學(xué)法引入職教體系的探索尚處于起步階段,相關(guān)的研究著述并未形成系統(tǒng)、完善的理論架構(gòu)。案例教學(xué)法符合中職學(xué)校的辦學(xué)目標(biāo)、中職語(yǔ)文的課程性質(zhì),也符合中職學(xué)生的特點(diǎn),能夠廣泛地運(yùn)用于中職語(yǔ)文的口語(yǔ)表達(dá)教學(xué)、閱讀寫(xiě)作教學(xué)、詩(shī)歌鑒賞教學(xué)等方面。同時(shí),案例教學(xué)法能夠滿足新課標(biāo)的要求,彌補(bǔ)傳統(tǒng)中職語(yǔ)文教學(xué)模式的不足,促進(jìn)師生共同發(fā)展。將案例教學(xué)法運(yùn)用于中職語(yǔ)文課堂,應(yīng)注意使語(yǔ)文教學(xué)與專業(yè)特色有機(jī)結(jié)合,將案例教學(xué)法與其他教學(xué)法結(jié)合使用,并盡可能為實(shí)施教學(xué)提供更寬裕的時(shí)空條件。本文從案例教學(xué)法的概念出發(fā),探討案例教學(xué)法在中職語(yǔ)文教學(xué)中應(yīng)用的可行性與必要性,在此基礎(chǔ)上提出具體的應(yīng)用策略,列舉相關(guān)的應(yīng)用實(shí)例,并指出應(yīng)注意的問(wèn)題。
[Abstract]:With the rapid development of economy and science and technology, the progress of social production technology is swift and violent. The ever-changing field of social production has put forward higher demands on the professional ability of its employees. The traditional "on-demand" and "vocational framework" education models are no longer adapted to the needs of the market, therefore, the traditional "on-demand" and "vocational framework" education models are no longer suitable for the needs of the market. The case-based teaching method which aims at cultivating students' all-round cross-major professional ability came into being. The prototype of the case-teaching method can be traced back to Socrates' examination of the famous educationist in ancient Greece. In the modern society, the law school of Harvard University used case teaching method as a standard method of education on a large scale. The so-called case teaching method means that according to a certain purpose of Chinese teaching, teachers take the case as the teaching carrier, introduce students into the situation of Chinese application practice, through the classroom thinking inspiration, in-depth discussion, cooperative exploration, multiple evaluation and other forms. To train the students to analyze the complicated Chinese practical situation and to solve the problems in their work and life. Since the 1980s, case teaching method has been widely recognized in the field of vocational education in western countries with its advanced educational concept and flexible educational means, and many vocational education powers represented by Germany have absorbed and applied it one after another. Up to now, it has developed into a mature and perfect means of vocational education and teaching. However, at present, the exploration of the case teaching method into the vocational education system is still in its infancy in our country, and the relevant research works have not formed a systematic and perfect theoretical framework. The case teaching method accords with the aim of the secondary vocational school, the curriculum nature of the secondary vocational school Chinese and the characteristics of the secondary vocational school students. It can be widely used in the teaching of spoken language, reading and writing, poetry appreciation and so on. At the same time, the case teaching method can meet the requirements of the new curriculum standard, make up for the shortcomings of the traditional Chinese teaching mode in secondary vocational schools, and promote the common development of teachers and students. To apply the case teaching method to the Chinese classroom of secondary vocational school, we should pay attention to the organic combination of Chinese teaching and professional characteristics, combine the case teaching method with other teaching methods, and provide more abundant space-time conditions for the implementation of teaching as far as possible. Starting from the concept of case teaching method, this paper discusses the feasibility and necessity of the application of case teaching method in Chinese teaching in secondary vocational schools. On this basis, it puts forward specific application strategies, enumerates relevant application examples, and points out some problems that should be paid attention to.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.3

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本文編號(hào)：2216452