Case study teaching method, middle school, ideological and political courses
Abstract
With the introduction of a new round of curriculum reform and the “double reduction” policy, the evaluation of ideological and political courses throughout China is increasingly moving away from the traditional mode of memorization, instead of focusing on students’ judgment ability, logical thinking ability, and problem-solving ability. Therefore, reforming traditional classroom teaching methods and improving students’ various abilities in a short time has become a top priority thing in today’s education. The case teaching method plays a key role in cultivating students’ various abilities and improving teaching effectiveness by organizing them to analyze cases. Therefore, it has received increasing attention from frontline teachers in middle schools. Based on analyzing the connotation, characteristics, and significance of the case-based teaching method, this article focuses on pointing out the shortcomings of using the case-based teaching method in today’s classroom teaching, such as insufficient analysis of cases by teachers, relatively single presentation of cases by teachers, and relatively single evaluation of students’ understanding of cases by teachers. It also proposes three targeted measures such as actively establishing a case resource library, learning various teaching methods to enrich case presentation methods, paying attention to students’ sense of achievement, and evaluating them promptly.
