【作者】 王少非；

【导师】 唐玉光；

【作者基本信息】 华东师范大学 ， 教育管理， 2001， 硕士

【摘要】 理论与实践的脱节是教师教育遭受激烈批判的主要原因之一，案例教学能在教育理论与实践的沟通中起到中介作用。正因如此，案例方法可以被看作教师教育中的一种有前途的方法。 从法律教育、商业教育、医学教育及教师教育等领域中的案例方法的历史来考察，我们可以得到一个重要的结论：教学案例的开发是案例方法成功实施的重要前提。而且作者认为，当以实践中的教师为主体来开发案例时，案例开发就成了教师对自身的实践及其背后所隐含的信念进行反思、重构知识和信念、从经验中学习的重要途径。就此而言，案例开发能促进教师的成长和发展，是教师教育中的案例方法的一个组成部分。所以，以实践中的教师为主体开发案例应成为案例开发的主渠道。为此，作者构想了一种以实践中的教师为主体的合作性的案例开发模式。 本文认为，案例的开发需要一个专业的情景，教师教育者必须将案例开发当作一项严肃的研究工作，并且为教师开发案例提供全面的合作与充分的支持；所开发的案例必须与特定的教师教育目标相匹配。作者所期望开发的是作为一种“替代性的临床经历”的、能在教育理论与教育实践中起到沟通作用的教学案例。在考察教学案例的本质的基础上，作者提出了这种教学案例应具备的一些特征：陈述性、经验性、真实性、丰富性和开放性；并提出了一个教师教育者与实践中的教师合作开发案例的基本程序。作者并不期望这种特征和程序具有普适性，只是试图为所要进行案例开发的实践研究提供指南。 作者以教师学历教育的学员为合作伙伴，尝试实践了这种合作性的案例开发模式。由于缺乏对合作伙伴的有效激励，这一开发研究未取得预期的成果。从这一点看，这是一个失败的研究。但作者期望，这一研究能被看作案例开发的一个案例。从这一案例中，我们依然能得到一些有益的启示。更多还原

【Abstract】 The disjunction between theory and practice in education is one of the main reasons that teacher education is criticized violently. The case method can perform an intermediary function in the conjunction between theory and practice in education. So, the case method can be regarded as one of the promising ones of teacher education.Having examining the history of case method in the legal education, business education, medicine education and teacher education, we can draw an important conclusion that the development of teaching case is the presupposition of the successful implementation of the case method in teacher education. And the author believes that the development of teaching case is an important way by which teachers reflect their own practice and its implicit belief, reconstruct their knowledge, learn from their own experience, when the teacher in practice become the main force in the development of teaching case. As far as this is concerned, the development of teaching case can do good to the growth of the teacher and is a part of the case method in teacher education. So teacher’s development of teaching case should be the main way of its development. The author constructs a model of the cooperative development of teaching case.The development of teaching case needs a professional situation. The teacher educators must view seriously its development as a study, and provide teachers with the full cooperation and sufficient support in its development. The teaching case developed must match with the special goals of teacher education. The author expects to develop a kind of case, which, as a clinical surrogates, can perform a conjunctive function between theory and practice in education. On the basis of examining the nature of teaching case, the author suggests some features of this kind of case, including, descriptiveness, experience, reality, richness and openness, and a basic procedure of development in which teacher educators cooperate and develop teaching case with teachers in practice. These features and procedure are only viewed as the guide of the author’s own developmental practice. Generalization of these features and procedure is out of the author’s hope.The author practiced the cooperative model of the development of teaching case with his students in teacher education. Owing to the lack of effective stimulation to these students, this developmental practice doesn’t gain anticipated results and is not a successful study. But the author still expects that this study is a case of the development of teaching case, and we can still get some helpful from it.更多还原