大班额线上案例教学的循证实践研究——以《教育管理学》课程为例

Research on the Evidence-Based Practice of Online Case Teaching in Large Classes: Taking the “Educational Management” Course as an Example

循证实践即循证改进,指消费者需求及其价值观、满足需求的资源系统和当前最好研究证据三要素间的完美结合,从而创造当前最佳实践的过程。运用这一结构框架组织论证,以《教育管理学》课程为例,在大班额和案例教学两个变量稳定前提下,采取案例教学和循证实践双重主线的写法,分析线上教学、案例教学需求和资源系统,展示《教育管理学》大班额线上案例教学循证改进过程,进一步讨论案例教学根本问题及其解决办法。运用结构主义方法论,首先采取从一般到特殊的演绎推理方法,运用实物收集法收集资料,对文本采取症候式阅读,挖掘和发现其沉默的意义和结构:人类的悲剧精神、生命以负熵为食、集体主义的力量是能够兼顾需求并整合资源系统的文化哲学,揭示出组织抗疫、技术抗疫和专业抗疫合力的文化机制。大班额线上案例教学遵循线下案例教学证据,即时收集线上学习反馈数据和临床证据,通过叠加、递进和挖掘利用证据三种方法循证改进线上案例教学,获取当前最佳教学实践。在此基础上,采取从特殊到一般的归纳推理方法,深入讨论三个问题:一是案例教学基本问题,如对象、班额、教学案例使用数量、问题线索使用等;二是从技术变量主导性介入教学过程和学习过程角度,讨论了线上与线下案例教学的不同;三是讨论如何运用学生自主学习和自主管理方法,解决大班额案例教学学生充分参与和成绩评估问题。

Evidence-based practice is also evidence-based improvement, referring to the perfect combination of the three elements of consumers’ needs and their values, the resource system that meets their needs, and the current best research evidence, so as to create the current best practice process. The research uses this framework to organize the argument. Taking the course of “Educational Management” as an example, under the premise that the two variables of large class size and case teaching are stable, the double main line of case teaching and evidence-based practice is adopted to analyze online teaching and the demand for case teaching-resource system, showing the evidence-based improvement process of online case teaching in large classes in the “Educational Management” course, and further discussing the fundamental problems of case teaching and its solutions. The research uses structuralist methodology, first adopts general to special deductive reasoning methods, utilizing material collection method to gather main data, adopting symptomatic reading of texts, excavating and discovering the meaning and structure of silence: human tragedy, life fed on negative entropy and collectivism, which is a cultural philosophy that can take into account the demand system and the integrated resource system, revealing the cultural mechanism of organizing the anti-epidemic, technological anti-epidemic and professional anti-epidemic force. Online case teaching in large classes follows offline case teaching evidence, collecting online learning feedback data and clinical evidence in real time, as well as improving online case teaching based on evidence taking advantage of the three principles and methods of superimposing use, progressive use, and mining evidence, getting the best current teaching practice. On this basis, the research adopts inductive reasoning methods ranging from special to general, and discusses three issues in depth: the first one is the basic issues of case teaching, such as target audience, class size, number of teaching cases, use of question clues, etc. the second issue is to discuss the difference between online case teaching and offline case teaching from the perspective of technological variables’ dominant intervention in teaching and learning process. Thirdly, we would discuss how to use the methods of student self-learning and self-management to solve the problem of students’ full participation and performance evaluation of large-class case teaching.