Review of modern methods of teaching students

2.3.4 Case method (case study method)
Case method method , case method, case study , case-study , case method) is a teaching technique that uses a description of real economic, social and business situations . Students must analyze the situation, understand the essence of the problems, propose possible solutions and choose the best of them. Cases are based on real factual material, or are close to the real situation. Facts are considered, decisions made within ­a certain time, which are described in an absolutely exhaustive way, but rather as a system of reference points. Missing information participants in the discussion and decision-making (including students) can conjecture and build on the basis of this forecast.
The teacher plays the role of a supervisor and facilitator - he can generalize, explain, pay attention to logical errors ­, give references to special literature. Below is a diagram of the distribution of functions between students and the teacher, as well as criteria to separate the case method from other teaching methods.
The ideas of the case-study method (case study method) are quite simple:
1. The method is intended for obtaining knowledge in disciplines in which the truth is pluralistic , i.e. there is no single answer to the question posed, but there are several answers that can compete in terms of the degree of truth; the task of teaching at the same time immediately deviates from the classical scheme and is focused on obtaining not only, but many truths and orientation in their problematic field.
2. The emphasis of training is shifted not to mastering ready-made knowledge, but to its development, to co-creation between the student and the teacher; hence the fundamental difference between the case-study method and traditional methods is democracy in the process of obtaining knowledge, when the student is essentially equal with other students and the teacher in the process of discussing the problem.
3. The result of applying the method is not only knowledge, but also professional skills.
4. The technology of the method is as follows: according to certain rules, a model of a specific situation that has occurred in real life is developed, and the complex of knowledge and practical skills that students need to acquire is reflected; at the same time, the teacher acts as a leader, generating questions, fixing answers, supporting the discussion, i.e. as a manager of the co-creation process.
5. The undoubted advantage of the situational analysis method is not only the acquisition of knowledge and the formation of practical skills, but also the development of a system of students' values, professional positions, attitudes, a kind of professional attitude and world transformation .
6. The case-study method overcomes the classic defect of traditional teaching associated with “dryness”, non- emotional presentation of the material - emotions, creative competition and even struggle in this method so much that a well-organized discussion of a case resembles a theatrical performance.
It is advisable to single out the following main stages of creating cases:
1. Formation of the didactic goals of the case. This stage includes determining the place of the case in the structure of the academic discipline, determining the section of the discipline to which this situation is devoted; formulation of goals and objectives; identification of the "zone of responsibility" for the knowledge, skills and abilities of students.
2. Definition of a problem situation.
3. Building a program case map, consisting of the main theses that need to be embodied in the text.
4. Search for an institutional system (company, organization, department, etc.) that is directly related to the theses of the program map.
5. Collection of information in the institutional system regarding the theses of the program case map.
6. Construction or selection of a model of the situation that reflects the activities of the institute; verification of its conformity with reality.
7. Choice of case genre.
8. Writing the text of the case.
9. Diagnosis of the correctness and effectiveness of the case; conducting a methodical educational experiment, built according to one scheme or another, to determine the effectiveness of this case.
10. Preparation of the final version of the case.
11. Introduction of the case into the practice of teaching, its use in conducting training sessions, as well as its publication for the purpose of dissemination in the teaching community; in the event that the information contains data on a particular company, you must obtain permission to publish.
12. Preparation of guidelines for the use of the case: development of tasks for students and possible questions for discussion and presentation of the case, description of the expected actions of students and the teacher at the time of the discussion of the case.
It is recommended to solve cases in 5 stages:
The first stage is getting to know the situation and its features.
The second stage is the identification of the main problem (main problems), the identification of factors and personalities that can really influence.
The third stage is the proposal of concepts or topics for brainstorming.
The fourth stage is the analysis of the consequences of making a decision.
The criteria to distinguish a case from other training sessions are:
- source . The source for the material of any case is the people involved in the situation requiring a decision;