公共教育学案例教学的理论探讨

【作者】 杜萍；

【导师】 袁振国；

【作者基本信息】 华东师范大学 ， 教育学原理， 2001， 硕士

【摘要】 公共教育学是教师教育“师范性”的象征和具体体现之一，是教师教育中一门十分重要的课程，它对于教师树立正确的教育观念、掌握适当的教育方法、形成一定的教育能力具有重要作用。但长期以来，我国教师教育中，公共教育学的教学现状令人不满。究其根源，是公共教育学的教学有一个基本假设，即学生在课堂上所掌握的教育学知识将很容易地在教育教学情境中运用。因此，常见的公共教育学的教学方式是教师把教育理论通过课堂教学传授给学生，要他们记忆或理解这些抽象的、理论性的知识，然后为他们安排实习的机会，希望他们能在实习中一一验证先前所习得的基础理论知识，或练习应用所示范过的教学技能，这种模式称为“把理论运用于实践”模式。但事实上，理论与实践乃是两个相互作用的方面，两者之间无法直接一一对应，教育理论运用于实践是一个复杂的过程，它要求有自己的学习过程。 案例教学，是指围绕一定的教育目的，把实际教育过程中真实的情景加以典型化处理，形成供学生思考分析和决断的案例，通过独立研究和相互讨论的方式，来提高学生的分析问题和领略问题的能力的一种方法。公共教育学中的案例教学能将教育理论和教育实践紧密结合起来，以学生为主体，提高学生的教育能力。 论文第一部分着重探讨了理论与实践的关系，及教育领域理论与实践的关系。第二部分分析了案例、案例教学的含义、公共教育学案例教学对学生专业发展和个人发展的意义。在第三部分，论文在揭示法学、经济学教育中运用案例教学的成功经验的基础上，结合教师的专业特点，提出了公共教育学案例教学的模式，即“准备——经验——反思——建构——师生合作”模式，并对这相互作用、相互影响的五个环节的基本理论和具体要求作了较为详尽的分析。第四部分，论文从公共教育学教学案例的编写，到案例教学的设计和具体的实施阶段，以及每一阶段对教师和学生的要求方面，探讨了公共教育学案例教学的具体运用和要求。此外，论文还揭示了公共教育学案例教学的局限性，认为公共教育学的教学应根据具体情况，选择适当的教学方法。更多还原

【Abstract】 Public pedagogy is one of the major subjects in teacher education, which makes itself important for its function in helping teachers to build up scientific educational conception and to possess proper educational approaches and abilities. But for a long-term, the status quo of teaching public pedagogy isn’ t quite approving, which may put down to an underlying hypothesis that students seems easily to put into use pedagogic knowledge received in class. That’ s why a common method was used in teaching pedagogy, which was called "theory into practice" . The common steps using this pattern includes teaching some educational theories to students, expecting them to bear such abstract knowledge in mind, and presuming that those taught educational theories and teaching skills can be automatically re-practiced, if only field practice is provided. But in fact, theory and practice are the two different dimensions. They can interact, but not the same. Putting educational theories into practice is a complex process, with its own disciplines.Case method in teaching had better be seen as a means with some certain educational aims. By this means, typical cases are formed from real teaching context, which can be used to inspire individual studies or group talk, thus at last improving students’ abilities to realize and analyze problem context. Case method seems to be a bridge between theory and practice. Therefore, using case method in public pedagogy can help students improve their teaching.This dissertation firstly discusses the relationship between theory and practice, especially in the field of education. The second part involves the meanings of case and case method, as well as the significance of case method used in public pedagogy. In the third part, after summarizing the successful experiences of case method used in law and economics, the author puts forward the pattern for case method in public pedagogy?"preparation-experience-reflection-construction-cooperation between teachers and students" . And also a quite full analysis on the basic theory and specific requirements for those five steps is made. As to the last part, this dissertation deals with the exertion and requirement for case method in public pedagogy, including how to compose and design cases, and how to exert case method. Furthermore, the limitation for case method in pedagogy is also mentioned here. The author figures out that complexion should be taken into consideration, when we choose available teaching methods for public pedagogy.更多还原