摘要
參與者爲中心的個案學習要求學生參與發言，藉以達到分享彼此意見和激盪產生新知之作用。華人學生大多普遍缺乏主動參與的習慣，如何使用冷呼和暖呼來鼓勵參與，對於提升華人教師和學生在課堂上的收穫有極大的幫助。冷呼可採用隨機點名或事先選定，除了用來鼓勵並確定學生課前的準備，並可依據學生背景主動地帶領學生深入討論。暖呼則是教師了解學生可能因爲個性、文化或甚至語言因素使得該生無法自然地參與討論，進而事先安排並協助該生參與討論。而透過華人教學適當的配合技巧和運用條件的初探，應有助於冷呼和暖呼技巧的運用。
並列摘要
Case Method and Participant-Centered learning request students are initiative in contributing their feedback, in the hope that opinion sharing and knowledge provoking are thus fulfilled. Most Chinese students are habitually less participative of classroom interaction; therefore, inspirational skills regarding how Cold Call and Warm Call are applied are conducive to enriching both teacher's and students' attainments. Cold Call is practiced by random call out or pre-designation among students, it not just encourages and ensures their preparation before class, but actively leads to further discussion based on students' background. Warm Call is practiced by arranging and aiding students to take part in beforehand when students are found to have difficulties in participation due to possible characteristic, cultural, or linguistic reasons. Theoretically, probing into appropriate Chinese pedagogies and utilization conditions is beneficial to employ the skills of Warm Call and Cold Call.