案例教学法在中职语文教学中的应用
发布时间：2018-09-01 06:55
【摘要】：随着经济、科技的高速发展,社会生产技术进步迅猛。日新月异的社会生产领域对其从业人员的职业能力提出了更高的要求,传统的“按需培养”及“职业框架”教育模式已不再适应市场需求,因此,以培养学生全方位跨专业职业能力为目标的案例教学法应运而生。案例教学法的雏形最初可追溯到古希腊时期著名的教育学家苏格拉底的诘问法。而进入近代社会,真正将案例教学法作为一种规范的教育方法大规模正式运用于教育领域的当属哈佛大学的法学院。所谓案例教学法,是指教师根据一定的语文教学目的,以案例为教学载体,将学生引入语文应用实践的情境中,通过课堂的思维启发、深入研讨、合作探究、多元评价等形式,全面培养学生对于工作、生活中复杂语文实践情境的分析问题、解决问题能力的教学方式。上世纪80年代以来,案例教学法以其所体现的先进的教育理念、灵活的教育手段在西方各国职教领域得到了广泛的认可,以德国为代表的诸多职教强国纷纷吸纳、运用,至今已然发展成为一种成熟、完善的职业教育教学手段。然而,目前在我国,将案例教学法引入职教体系的探索尚处于起步阶段,相关的研究著述并未形成系统、完善的理论架构。案例教学法符合中职学校的办学目标、中职语文的课程性质,也符合中职学生的特点,能够广泛地运用于中职语文的口语表达教学、阅读写作教学、诗歌鉴赏教学等方面。同时,案例教学法能够满足新课标的要求,弥补传统中职语文教学模式的不足,促进师生共同发展。将案例教学法运用于中职语文课堂,应注意使语文教学与专业特色有机结合,将案例教学法与其他教学法结合使用,并尽可能为实施教学提供更宽裕的时空条件。本文从案例教学法的概念出发,探讨案例教学法在中职语文教学中应用的可行性与必要性,在此基础上提出具体的应用策略,列举相关的应用实例,并指出应注意的问题。
[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.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
本文编号：2216452
[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.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
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