A Study On The Teaching Case Development For Master Of Education

Case method has been applied to business?law and medical field especially MBA as a teaching method which can integrate effectively theory and practice since the 1920's.However,case method didn't receive concerns in teacher education field.Case knowledge was first put forward by American scholar Lee Shulman until 1980's.Case knowledge can be coded and can express practical wisdom,which is the same as theory knowledge extracted from educational research.Case method as an important method was concerned and applied in teacher education field.Recently,professional degree postgraduate education in China payed more attention to case method,which emphasized case method was an important way to strengthen cultivation of practical ability?to promote teaching reform?to promote fusion of teaching and practice?to promote training mode reform of professional degree postgraduates.Research shows that case is important to case method just as blood to blood bank and development of reliable quality cases is premise of case method.This study focus on the main problem of case development of the education master in the primary education field.The main problem includes four concrete problems of why to develop case?what is the foundation of case development?how to develop case and what about the effect of case.Chapter 3 answers the problem of “why to develop case”.It investigates 410 teachers of different colleges that have qualification to cultivate education master with questionnaire method.The questionnaire includes four dimensions content that are situation of case method understanding?situation of teaching case understanding? situation of teaching case development and situation of case method implementation.The result shows that teachers understand the meaning of case and case method unclearly,teachers are difficult to distinguish the differences of case and example,teachers use the teaching cases mainly from internet and have little opportunity to participate in case development and case method training.The first problem of case method is lack of adaptive teaching cases and lack of systematic learning about teaching case development.Chapter 4 answers the problem of “what is the foundation of case development”.It explains the theoretical basis of teaching case development from ontology?theory of knowledge and methodology.In the ontology view,cultivation education master is the core goal of teaching case development.Specialty of primary education is the internal characteristic of teaching case development.Practice of primary education is the reality reference.In the theory of knowledge view,the process of teaching case development includes propostional knowledge of curriculum content?strategic knowledge of case resources and case knowledge of teaching case.Case method completes the transformation of tacit knowledge and explicit knowledge?public knowledge and individual knowledge.In the methodology view,teaching case development is a process of construction non-theoretical system curriculum which is affected by mode of curriculum development.The study on the basis of Lee Shulman's teaching case development mode formed the core problem of “what are the case of” and four development steps of “collection original materials?selection and refining materials?case writing and case abstraction”.Chapter 5 answers the problem of “how to develop case”.The study with objective-oriented follows the top-down research path.The characteristics of teaching case of education master in primary education field are authenticity?typicality?situation?problematic?theoretical expansibility and teaching directivity.The study analyses some documents of?Primary School Teacher Professional Standard?and ?Full-time Master of Education Postgraduate with Major Degree Instructive Training Plan(Primary Education Field)?.The study refines some elements of teaching case development in primary education field: teaching case development community composed of university teachers and primary school teachers?teaching case types of subject case and activity case?teaching case theme from the cross of subject core content and teaching elements.The study obtains the case materials by text analysis method and interview,then chooses materials to write first draft.Chapter 6 answers the problem of “what about the effect of case”.The study analyses three different types excellent teaching cases of primary Chinese?primary mathematics and class management according to essential characteristics and development features of teaching case.Case analysis reflects the basic features of teaching case?key themes of education master curriculum?key problems of education master learning?material acquisition and writing frame of teaching case.The study comes to the conclusions by means of research four problems of teaching case development of education master in primary education field.First,the demand of teaching case development comes from case method.There are internal interactive relationship in teaching case development?teaching case and case method.Case method leads to the development of teaching case and teaching case development provides adaptive curriculum resources for case method.Second,the development of teaching case is based on three layers logical ideas.ontology?theory of knowledge and methodology are the three interdependent and interactional theoretical fulcrums which guide practical process of teaching case development of education master in primary education field.Third,the paths of teaching case development follows cycle model of four modules which consists of clear objectives?refining elements?obtaining materials and writing cases.The four modules is ordinal?coherente and circular.Finally,the effects of teaching case development is the process of key three-party evaluation.Protagonists?experts?teachers and students are the teaching case evaluation group.The valuators judge the quality of teaching case according to two dimensions of “teaching case essential characteristics” and “teaching case development characteristics”.