【作者】 肖国香；

【导师】 石云霞；

【作者基本信息】 武汉大学 ， 马克思主义理论与思想政治教育， 2005， 硕士

【摘要】 案例教学法自20世纪70年代末引入我国后,迅速得到推广,被广泛运用于管理、经济、法学等一大批课程的教学中。为了提高高职法律基础课的教学效果,广大任课教师也尝试运用案例教学法。然而,从实际结果来看,案例教学法的作用没能充分发挥,教学效果的提高也不尽如人意。这是由于我国理论界对案例教学法的研究存在着侧重强调教学内容而忽视教学过程的缺陷,导致人们产生误解,似乎以为教学中有案例就是运用案例教学法,将举例说明混同于案例教学。对案例教学法的含义及特征、运用的原则及其规律缺乏准确的理解和把握,对案例教学法具体的运用过程缺乏认真的分析,而且对高职的教育目标及教育对象的个性化特点了解掌握不够,这在一定程度上影响了教学效果的提高。 本文试图从教育学和教育心理学的视野,针对高职教学的实际,具体研究案例教学法在高职法律基础课教学中的运用问题。 案例教学法是指教师在教学中为实现教学目标而采取的有步骤地组织学生进行有针对性地研究讨论,引导学生从个别到一般,从具体到抽象,在实际案例中进一步学习理解和掌握原理、原则的一种教学方法。它具有四个方面的特征:能力主导,重在分析;师生主体,教学相长;案例主线,辅之理论;以案论理,直观形象。由此,案例教学法便具有独特的引导功能、系统化功能、感化功能。法律基础课中运用案例教学法应遵循的原则有:思想性原则、典型性原则、针对性原则、适度性原则、统筹兼顾原则。 在高职法律基础课教学中,选择运用案例教学法,是该课程性质和教学目标的特殊性所要求的;是该课程内容的抽象性和法律基本知识的复杂性所决定的;是提高高职思想政治理论课教学时效性的迫切要求;运用案例教学法是实现高职教育目标的有效途径。社会生活中丰富的案例素材、高职“能力本位”的教学理念、高职生学习的特点,使得运用案例教学法不仅必要而且可能。 运用案例教学法进行教学是一种系统的教学活动,有其完整的教学过程,可分为三个阶段,即案例教学的课前准备阶段、课堂实施阶段、课后评价阶段。每个阶段都必须有周密的准备和精心的实施,这样,案例教学法才能彰显其独特的魅力。 为了更好地运用案例教学法,还要注意处理好几对关系:法律知识的传授与能力培养、育德教育之间的关系、案例教学中教与学的关系、案例教学与原理阐述的关系。更多还原

【Abstract】 Since the case teaching method was introduced to our country in the end 1970’s, it rapidly obtained promotion, and has been widely used in the teaching of the management, economy) legal science and so on. In order to enhance the law foundation teaching in High Vocational Education, many teachers tried to use the case teaching method in their curricula. However, looked from the actual result , the function the case teaching method has not been able fully to display, teaching effect enhancement not entirely as desired. This is because the theorists of our country have the flaw that they too stress the course content while neglect the teaching process, which causes misunderstanding, many people think that only if there exist cases in the teaching, can the teaching method be called as the case teaching method. Thus, they confused the explaining with examples with the case teaching. They lack the accurate understanding about the meaning and the characteristic of the case teaching method, and its utilization principle and rules. They also lack the earnest analysis to the concrete utilization process of the case teaching method. Moreover, their understanding and assurance about the goal of the High Vocational Education and the personalization characteristic of its teaching object are insufficient, which, in the certain degree, has affected the improvement of the teaching effect.This article attempts to study the utilization of the case teaching method in the law basic course, in view of the practice in the High Vocational Education from the pedagogy and the educational psychology field of vision.The case teaching method refers to the method that the teacher adopts in the teaching for the realization teaching goal which requests the teacher to organize the students to go on step by step with study and discussion pointedly, guide the students to understand and grasp the principle and roles further, studying the actual cases from the individual to the ordinary, from the concrete to the abstract. It has four aspects in the characteristics: The leading ability which stresses analyzing; the main body combined by the teachers and student, which improves both teaching and learning; the master line of the case which goes with the auxiliary theory and logic by document which is direct and imaginable. Therefore, the case teaching method has the unique guidance function, the systematized function, the influence function. In the law basic course, the principle,which should be followed in using the case teaching method, includes: Ideological principle, typical nature principle, pointing principle, moderation principle, all-round consideration principle.In the law basic course teaching, the choosing and utilizing the case teaching method is demanded by the curriculum nature and the teaching particular goal and decided by its abstract idea and complexity of this curriculum. It is the urgent need of improving the time efficiency of the teaching of the thought political theory. Using the case teaching method is the effective way to realize the education goal in High Vocational Education. The rich case source in the social life> the teaching thoughts "ability itself in High Vocational Education > the learning characteristics of the students in High Vocational Education all made using the case teaching method not only necessary but also possible.Using the case teaching method is one kind of systematic teaching activities. It has its integrity in the teaching process. It may be divided into three stages, namely the preparatory stage before the case teaching> the classroom implementation stage> the stage of the class appraise. Each stage all must have thorough preparation and careful implementation, in the way of which the case teaching method can reveal its unique charm.In order to utilize the case teaching method better, we also have to pay attention to dealing with several pairs of relations between the legal knowledge instruction and the ability raise > the intellective and moral education teaching and learning in case teachings case teaching and principle explaining.Linking to the teaching reality in High Vocational Education, this article has conducted the pointing research and the analysis to the case teaching method in the law basic course teaching utilization. And has further discussed the concrete operating procedure of the case teaching. This is the innovation of this article. Certainly, this also makes a positive effort for the improvement of the teaching method in the mental and political education.更多还原