Criterios para el análisis y evaluación de casos en la educación moral / Criteria for the analysis and evaluation of cases in moral education / Critérios para a análise e avaliação de casos na educação moral

Resumen (descriptivo): El objetivo central del artículo es proponer unos criterios para el análisis y evaluación de casos en la educación moral. Los criterios que se proponen son cuatro: 1) la identificación de los dilemas morales que se encuentran en la narración del caso; 2) el análisis de las circunstancias y hechos; 3) la consistencia argumentativa; y 4) la justificación moral de las alternativas de decisión. Estos criterios sirven para orientar los procesos pedagógicos en el aula a partir de casos con dilemas que fortalecen el desarrollo del juicio moral. Los docentes pueden adoptar los criterios para orientar sus clases y evaluar el desempeño de sus estudiantes. Los criterios propuestos pueden ser implementados tanto en la educación básica y media como superior.

Abstract (descriptive): The central objective of the article is to propose different criteria for the analysis and evaluation of cases in moral education. The article proposes four criteria: 1) the identification of moral dilemmas that are identified in the narration of the case; 2) the analysis of facts and circumstances; 3) argumentative consistency and 4) the moral justification of the alternatives for moral decisions that students identify. These criteria serve to guide pedagogical processes in the classroom through cases with dilemmas that strengthen the development of students' moral judgment. Teachers can adopt these criteria for use in their classrooms and to evaluate the performance of their students. The proposed criteria can be implemented in both secondary and higher education.

Resumo (descritivo): O principal objetivo do trabalho é propor critérios para a análise e avaliação de casos na educação moral. Os critérios propostos são quatro: 1) a identificação de dilemas morais encontrados na narrativa do processo; 2) Análise das circunstâncias e fatos; 3) consistência argumentativa e 4) a justificação moral das alternativas decisão moral feitas pela mesma. Estes critérios servem para orientar os processos de aprendizagem na sala de aula a partir de casos com dilemas que fortalecem o desenvolvimento do juízo moral. Os professores podem adotar os critérios para orientar suas aulas e avaliar o desempenho de seus alunos. Os critérios propostos podem ser implementados tanto no ensino primário e secundário como superior.

Case——Teaching Method,the Embodiment of the Concept of Humanistic Education / 中华医学教育探索杂志

The concept of humanistic education is based on the concern of human beings and their abilities of development. Thus,it is an educational concept to optimize the teaching modules.It stresses the point that education must regard the develop- ment of human beings as the main line and human beings should be emphasized in education from the very beginning to the end. Case-Teaching Method which takes the students as the main part fully manifests the concept of humanistic education,in which all teaching activities and the processes closely revolve the students in order to train them to carry on their studies and to solve the problems independently.