神马文学网使用案例进行教学的潜在的原则
来源：百度文库 编辑：神马文学网 时间：2024/04/28 16:03:09
Underlying Procedures for Using Cases
Students need to come to class prepared to discuss the case. Students will understand the case better, if they are given careful introductory directions.
Unless there are specific pedagogical reasons, key facts should be introduced in the written case and not added during the discussion. Cases need to be complete enough so that the problem can be defined.
The size of the group should allow for free exchange among all participants. Groups larger than 12 tend to exclude many members from participating, Larger groups can be divided. Combined contributions of members of different discussion groups improve the learning experience. Group leaders should prevent small sub-groups from either controlling the situation or distracting others.
Facilitators need to be objective without being emotionally invested in the case. They should be aware of the larger goals of the case. Facilitators should ask carefully designed questions. They should not let the discussion get submerged in the details of the case, but rather ensure that discussion focuses on the ways to solve the problem.
Role-playing can help clarify some concepts by engaging students in problem solving from the perspectives of different key players.
For the Teacher Anchor instruction in cases. Actively involve learners. Model professional thinking and action Provide direction and feedback. Create a collaborative learning environment.
Students need to come to class prepared to discuss the case. Students will understand the case better, if they are given careful introductory directions.
Unless there are specific pedagogical reasons, key facts should be introduced in the written case and not added during the discussion. Cases need to be complete enough so that the problem can be defined.
The size of the group should allow for free exchange among all participants. Groups larger than 12 tend to exclude many members from participating, Larger groups can be divided. Combined contributions of members of different discussion groups improve the learning experience. Group leaders should prevent small sub-groups from either controlling the situation or distracting others.
Facilitators need to be objective without being emotionally invested in the case. They should be aware of the larger goals of the case. Facilitators should ask carefully designed questions. They should not let the discussion get submerged in the details of the case, but rather ensure that discussion focuses on the ways to solve the problem.
Role-playing can help clarify some concepts by engaging students in problem solving from the perspectives of different key players.
For the Teacher Anchor instruction in cases. Actively involve learners. Model professional thinking and action Provide direction and feedback. Create a collaborative learning environment.
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