[SSI Learning] 教学案例撰写与修改专题研讨（2021-02-03）

为帮助基地校教师提高教学案例撰写能力，SSI-L项目组特邀北京教育科学研究院耿申研究员做专业指导。在线会议于2021年2月3日晚上7:30在腾讯会议室举行，耿申老师以五篇文稿为例，细致说明案例的撰写与修改要点，五十余名专家和骨干教师参与了本次研讨。

在文章框架结构上，耿申老师认为教学案例类的论文与其他类型论文有相同的逻辑结构，应当在文章最明显的位置明确表述撰写目的、核心观点（关键创新点属于核心观点），然后展开具体内容。若是教学经验剖析类的文章，具体内容可以按照“什么样的课、打算怎么教、学生怎么学”等内容展开，并指出这些经验会对哪些类型的课有帮助；若是讲课程设计的文章，需要首先表明观点，批判或提倡某种教育理念，并分点展开、介绍课程设计中的实际做法。

在具体内容的呈现方式上，耿申老师指出不应照搬课程方案、教学实录，不能无目的地完整陈述案例内容，案例内容应当作为证据、有目的地服务于文章观点的论证；文章的主体内容里，案例内容（论据）要占有一定篇幅，从论据到论点的论证也要占有一定篇幅；论据陈述中，不必要的细节可以省略，不要喧宾夺主。林静老师建议删除文章内容中与主旨无关的理论、细节描述，切忌把观点泛化，要聚焦一个核心观点。林静老师还建议，若是由多个课时组成的整体课例，课例的整体设计应系统介绍，而课例的具体内容择优举例即可。

耿申老师提醒各位老师注意，在文章中不建议传达教师中心的教学理念，不宜预设学生的探究结果为某个定论，应突出学生的主体地位，尊重问题探究的开放性。林静老师提醒各位老师注意文稿中用图的质量问题。

关于湖南省长沙市望城区乔口田心小学的文稿，耿申老师提炼出“社会调查方法”“学生表达能力”“质疑能力”“辩论能力”四个点，建议以这四个点串联文章逻辑结构展开论述。

关于浙江省温州市道尔顿小学的文稿，耿申老师建议合并五个课程模块中的后两个，第四个模块里增加艺术性的评价指标，并提炼出“课程模块”“传统扑克牌规则体系与战疫桌游规则体系”“食物营养的量化排序”，建议以这三个点组织行文。

关于浙江省温州市道尔顿小学另一篇文稿，耿申老师指出，议题复杂度足够大的时候，学生的研究结果更有开放性，此时课程环节设计不宜死板，应留有生成性；耿申老师提炼出“分析问题”“设计方案”“制作模型”三个点，建议以此组织行文，耿申老师还提议可以深挖案例中关于合作能力、交流能力、自主学习能力的内容。

关于山东省威海市千山路小学的文稿，耿申老师建议修改标题，以“科学设计、学生探究、种植体验、劳动成果”四点来组织行文，以“劳动意识”为核心来串联整篇文章。

关于山西省太原市尖草坪区实验中学的文稿，耿申老师指出该案例属于生态文明-环保类议题，这类议题复杂性足够高，与此前“社区建设”案例一样需要注意课程环节设计上的表述；耿申老师建议，把没有纳入议题或议题中未展开的部分——如“塑胶跑道铺设的厚度”等内容——放在文章最后，以反思/讨论的形式提出。

经过本次研讨，与会者都对教学案例类文章的撰写和修改有了进一步的认识，期待他们在此后的SSI-L研究中有出彩的教学研究成果。

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In order to help teachers from partner schools improve their ability of writing teaching case, SSI-L project team specially invited Geng Shen, researcher from Beijing Acedemy of Educational Sciences, to provide professional guidance for them. The online conference was held at 7:30 p.m. on February 3, 2021 in TencentMeeting. Taking five teaching cases as examples, Geng Shen explained in detail about the main points of case writing and revision. More than 50 experts and backbone teachers participated in this seminar.

In terms of the article structure, Mr. Geng Shen believed that the paper of teaching case has the same logic as other types of paper. We should clearly state the writing purpose and core ideas (key innovations included) in the most obvious part of the article, and then further discuss them in detail. If the article is about analysing teaching experience, the logic can be like “what is the course like, how to teach, how can students learn from it”, and point out which kind of courses can benefit from these experiences. If the article is about the course design, it’s necessary to show the opinion first, like critizing or promoting some educational ideas, and then introduce point by point about the real practices of the course design.

For the presentation of details, Mr. Geng Shen pointed out that we should never copy exactly the course plan or teaching record. We should not aimlessly and fully state the content of teaching case. On the contrary, the case detail should be used as evidence to support the arguments in the article. For the main body of the article, the case (argument) should occupy a certain part, so should the agumentation process from points to arguments. In the argumentation, unnecessary details can be negelected, or they will distract the audience’s attention. Dr. Lin Jing from Beijing Normal University suggested that we should delete the theory and detail descriptions irrelevant to the major theme. We should pay attention not to generalize our opinions; instead, we should focus on one core idea. She also suggested that if it’s a conculsive teaching case made by different lessons, we should give a systemtic introduction about its overall design and use the most powerful details in the case as examples.

Mr. Geng Shen reminded all the teachers that it’s not recommended to convey the teacher-centered idea in the article, and it’s neither advised to pin down students’ inquiry into certain results. Instead, we should stress the student-centered teaching philosophy, and value open-ended questions. Dr. Lin reminded that all the teachers should pay attention to the quality of pictures they used in their papers.

Regarding the teaching case written by Tianxin Primary School from Wangcheng District, Changsha City, Hunan Province, Mr. Geng Shen extracted four points, including “social investigation methods”, “students’ ability to express”, “ability to question” and “ability to debate”. He suggested using these four points as the logic to structure the article and conduct the discussion.

About the teaching case provided by Wenzhou Dalton Elementary School in Zhejiang Province, Mr. Geng Shen suggested to merge the last two modules of this five-module course design and add artistic evaluation indicators in the fourth module. He further extracted three points as “course module”, “system of rules of traditional poker and board role-playing games (BRPG)”, “quantitative ordering of food nutrition”, and suggested to use these three points to structure the article.

About the other teaching case from Wenzhu Dalton Elementary School, Mr. Geng pointed out that when the issue is complex enough, the students’ research results will be more open-ended, so the course design should be more flexible, leaving more space for students to produce something. Mr. Geng suggested to write the article based on three points, “analyzing questions”, “designing plans” and “making models”. He also proposed to go deep into the content of cooperation ability, communication ability, and independent learning ability in the teaching case.

Regarding the teaching case writen by Weihai Qianshanlu Elementary School of Shandong Province, Mr. Geng Shen suggested to revise the title, and organize the article by the following four points, “scientific design”, “students’ inquiry”, “planting experience”, and “fruits of labor” , and connect the whole article by “labor consciousness” as the core.

For the teaching case from Jiancaoping Experimental Middle School in Taiyuan City, Shanxi Province, Mr. Geng Shen pointed out that this case falls into the issue of ecological civilization and environmental protection, which is quite complex. So as the the former case in “community building”, this one also needs to pay attention to the course design. Mr. Geng suggested to put the parts that were not included or not discussed in the issue to the end of the article, such as “the thickness of plastic track ”, and raise them in the form of reflection or discussion.

After this seminar, all the teachers can have a better understanding about the teaching case composing and modifying. We hope in the future they can have excellent achievements in the following SSI-L research.