Case study should have the focus and theme of research, which is often related to the core ideas, common problems and confusing events of teaching reform. Generally speaking, the research topic can be determined from all aspects of teaching, such as the selection of teaching materials, problems in teaching, the use of teaching media, teaching evaluation language, classroom teaching control behavior and so on. You can also determine the theme from the students' learning style-inquiry learning, problem-solving learning, cooperative learning, practical activities and so on. In addition, the research topic can be determined from the subject characteristics and teaching content.
Researchers should understand the current teaching background and the general direction of teaching reform, be familiar with relevant curriculum standards, and make some theoretical preparations. It is also necessary to collect detailed materials through relevant surveys (such as reading teachers' teaching design, conducting interviews, etc.). ), at the same time, the direction and task of case study are preliminarily determined, that is, the content of the case is preliminarily determined to be about teaching strategies, student behavior or teaching skills.
Generally speaking, the determination of the theme of case study often needs to think about the following questions: Is the event studied more potential for self-discovery? Does the selected event have a great impact on students' emotions (whether their minds are shocked)? Does the key event reproduce the successful behavior of predecessors (or themselves) in the past? This event raises a problem that you are not sure how to solve. Does the event require you to make hard choices? Does the incident make you have to answer in a way that you are unfamiliar with or still thinking about? Does this incident mean morality or problems related to morality? If the research theme reflects the above parts, then such a case study may be more rewarding in self-learning, introspection and in-depth understanding.
The theme of high school mathematics teaching cases mainly focuses on three aspects: (1) the embodiment of discipline characteristics, such as the teaching of mathematical thinking methods, the cultivation of mathematical thinking quality, the abstraction of essential attributes, and the popularization of mathematical conclusions. (2) The exploration of students' mathematics learning rules, such as mathematics learning habits, problem-solving thinking, independent thinking and cooperative learning. (3) The improvement of teachers' professional knowledge: for example, the display of mathematical blackboard writing and electronic screen affects students' thinking, the training of mathematical language affects people's thinking, and the advantages and disadvantages of mathematical knowledge model teaching.
2. Basic methods of case study
(1) classroom observation. Observation method refers to a method that researchers observe and study the research object by using their own senses and auxiliary tools in the natural state of classroom teaching activities according to certain purposes and plans. It can be the teacher's own observation of the teaching object-students in classroom activities, or it can be the observation of other teachers. The purpose of these two observations is to master the first-hand information of classroom teaching. Classroom observation methods are not limited to naked eye observation and listening to notes, but also various tools such as photography, audio recording and video recording can be used as auxiliary observation means to improve the observation effect. The observed data can be arranged word for word into classroom teaching records, teaching progress and questioning skills.