Педагогические  науки/ 5.Современные методы преподавания.

Aukhadieva Shamshinur Dalelovna Ph.D.

Kazakh Ablay Khan university of international relations and world languages

Almaty, Kazakhstan.

Shauenova Nazerke Kozha-Ali-Askarovna

Kazakh Ablay Khan university of international relations and world languages

3^rd course student, Department of International Relations

The method of case studies in the organization of educational process: experience, problem

It is possible to give as a practical example of application of interactive methods of teaching about the training method known as a case method (Case study) - a method of the analysis of situations. Its essence that students suggest to comprehend a real life situation which description at the same time reflects not only any practical problem, but also actualizes a certain complex of knowledge which needs to be acquired in the resolution of this problem. Thus the problem has no unambiguous decisions.

The case method, first, reflects standard situations which are most frequent in life and which the specialist should face in the course of the professional activity.

Secondly, in the educational case training and educational tasks that predetermines a considerable element of convention at reflection of life in it are on the first place. A situation, a problem and a plot here is not real, practical, but such what they can be in life. They are characterized by artificiality, "collection" from the most important and truthful vital details. Such case gives a little for understanding of a concrete fragment of society a little. However it surely forms approach to such fragment. It allows to see in situations typical and predetermines ability to analyze situations by means of application of analogy. The main sense a case method is that he acts as model for receiving new knowledge of a situation and behavior in it.

The central concept of case-method is the concept of situation , i.e. a set of variables when the choice of any decision from them influences in a decisive way the end result. Existence of the only correct decision is essentially denied. At this method of training the student is independently compelled to make decisions and to prove it.

The method of analysis of the situation began to be applied in the early twentieth century in the field of law and medicine. The leading role in the spread of this method of learning belongs to Harvard. Exactly there the first case-situations were developed for training of students on business disciplines. The main feature of the method was to study students precedents, i.e. the available past situations of legal or business practices. Particular emphasis was placed on the independent work of students, during which to look through and analyze a large number of practical material.

The method of case studies - is an interactive technology for short-term training of students on the basis of real or fictional business situations, directed not so much on development of knowledge, how many on formation at students of new qualities and skills. Use of this method is necessary because it allows to see ambiguity of the solution of problems in real life. It is possible to be the remarkable specialist, but to learn to find the most rational solution, to be ready to correlate the studied material to practice - it needs to learn by means of active methods of training, including cases in training courses.

The purpose of the case study method - to teach students both individually and as a group:

- Analyze the information;

- Sort it to solve a given business problem;

- Identify key issues;

- Generate alternative solutions and evaluate them;

- Choose the best solution and form a program of action.

Students in operating time over a concrete case are found in the center of process of solutions of a certain problem. As a rule, the group is divided into smaller, more active sub-working groups consisting of 4 - 6 people. In these small groups study materials of this case and develop offers for a solution which are discussed then by all group. Cases can be the most various on the volume and the contents. It depends on the purposes of training, level of knowledge of students, and also on what help should be given, and what information needs to be provided to students during decision-making process.

Generalization of the existing literature on this problem shows that efficiency of educational process on the basis of case – technologies depends on definition of a technique of use of a case in educational process and, of course, on a good case.

There are main variants for receiving of the case, i.e. a specific problem situation.

The first variant consists that the history, and most often a fragment of life of the real company information about which is received by the author of a situation directly during the research or consulting project, or purposeful collection of information is taken as a basis. In Russia the use of significant scales of similar primary sources of information still restrains owing to a much bigger closeness of domestic business (especially concerning financial information), less active participation of teachers in consulting practice with their foreign colleagues.

The second option is use of secondary sources, first of all information "scattered" in the mass media, specialized magazines and editions, information bulletins and booklets distributed at exhibitions, presentations, etc. The considered way is less labor-consuming as it is necessary to deal with already collected and, in own way, systematized information. Therefore in the absence of opportunity to obtain data from the primary source of the publication of such Russian periodic business magazines as "Expert", "A secret of firm", "Company", "Management skill", national daily newspapers "Kommersant", "Sheets", it is necessary to consider as strategic and besides a free resource in technology of situational training.

The third, the least widespread, option — the description of a fictional situation. It is necessary to refer the maximum dispassionateness from real business, problems of the real company to number of the main disadvantages of such approach. And it contradicts the essence of a method of concrete situations.

As a fourth option should be called "accidental" receipt of the case from colleagues, at seminars, etc.

Experience of teaching in high school system shows that teachers face some problems at introduction of a method of cases in educational process. The analysis of the received results showed that generally as problems call difficulties with selection of a suitable case and a lack of methodical development on use of a method of cases when training in concrete disciplines.

For the solution of the matters it is necessary to organize methodical seminars or the centers for development of interdisciplinary case-study which tasks would include:

- the organizational and methodical help to the teachers introducing and/or using a method of training of Case-study;

- ensuring the scientific researches and educational process connected with use of Case-study;

- professional development of teachers by their training in methods of use of Case-study in educational process;

- organization and rendering the methodical help to teachers in development of cases;

- creation of manuals on use of the Case-study methods, creation of educational and methodical complexes on the basis of results of theoretical and applied researches.

Generalizing it is possible to note that there is the general technology of work when using a method of case-study. Prior to occupations the teacher: a) selects a case, b) defines the main and auxiliary materials, c) develops scenarios. The student's duties - to receive a case and the list of the recommended literature, to prepare for occupation. During occupations the teacher: a) organizes preliminary discussion of a case, b) divides group into subgroups, c) directs discussion of a case. Student: a) asks questions, b) offers versions of decisions, c) makes the decision, d) makes the written report on work.

Experience of introduction in educational process of this method allows to determine sources of case method by discipline subjects as well. Generally a source of case method can be a real life situation. But, except a real life situation as sources of a case it is possible to use both art, and publicistic literature which can prompt ideas, and in some cases define a subject outline of a case. Effective use of fragments from fiction and journalism which thanks to talent of their authors can not only decorate a case but also make it interesting, dynamic, well acquired.

Fragments from journalism, inclusion in a case of operational information from mass media considerably staticizes a case, increases to it interest from students. For example, the happening political processes in the countries of the East and their analysis is a direct source of definition of base of case method in studying of specifics of diplomacy and international relation in this region. Use of operational information about political processes in the international relations and journalism imposes to a case and culturological function, and stimulate to increase of political literacy and civil activity of students.

It is impossible to underestimate also value of local material. Proceeding from our experience, it is possible to note that the most saturated and interesting discussion of cases about activity of the different companies happens when the company and its production have a certain personal value for students. All this promotes deeper understanding the existing relations between these countries. Thus these materials can play a role of the direct tool for diagnostics of a political situation of the region.

The conclusion is obvious: the critical mass of cases which are used in programs and courses, can be based on local material. And in this case it is not that cases have to light only experience of the national enterprises. Those companies and those goods or services which are present in the national market at this or that look mean. For example, using statistical materials, it is possible to give scientific character and severity to a case. When using statistical materials the student needs to comprehend these materials, having answered some questions: "What role is played by these materials in the characteristic of a situation?", "What does directly characterize a situation in material?", "How do these characteristics release?", etc. Statistical materials place or in the text of a case, or in the appendix.

Sound materials to a case can be received by means of the analysis of the scientific articles, monographs and scientific reports devoted to this or to another problem. If works of journalism and fiction give an emotional saturation and subject tangibility to a case, works of science give it big severity and a correctness. The good scientific article is usually characterized by profound understanding of any question, and the scientific monograph gives the systemic, comprehensive characteristic of an object of research. As for the scientific report, its feature is relevance and novelty of material. These products of science not always describe and explain a situation. Therefore they need special judgment in aspect of a situation.

Inexhaustible well of material for cases is the Internet with its resources. This source differs in considerable scale, flexibility and efficiency.

As the general conclusions on application of interactive methods it is possible to present the following reasons:

Thus, organized cognitive process in practice shows to students how to solve typical situational problems as at last, to connect together new information with reality. Verbal and nonverbal reactions of members of small group provide important feedback in activity of each of them. Participants have an opportunity better to know each other, both on personal, and at the professional level. Being method of cooperative training, interactive methods promote formation of skills of leadership, decision-making, creation of trust, management of the conflicts.

These positive results correlate with common objectives of new educational paradigm.

References:

1. Derkach A.M. Case-method in training of organic chemistry when training technologists of the food industry in system of secondary professional education. SPb.: 2012.

2. Civic education: contents and active methods of training. Under N. Voskresenskaya and S. Shekhter's edition. With the assistance of A. Ioffe and Ch. Whyte. - M.: Sivitas fund, 2005.