個案教學與知識建構

Case Teaching and Knowledge Construction

柯承恩(Chen-En Ko)

《商管科技季刊》 10卷2期 (2009/06) Pp. 395-402

https://doi.org/10.30083/CMQ.200906.0008

摘要

個案教學成爲國內大學院校商管學院這幾年積極推動的教學法。個案教學法實際上建立在學習發展的理論與實際教學經驗的整理，是科學知識與教學藝術的結合，而不只是一個方法。本文從經驗學習、參與式學習以及隱喻學習等三個方面來討論個案教學之所以成爲重要教學方法的原因與發展。教師在採用個案教學時思考此三層面對於學生學習的意涵，將有助於發展具有創意的教學方法與風格。本文也對於未來個案教學如何進一步改善提出參考之建議。

關鍵字

個案教學 ； 參與者中心教學法 ； 管理教育 ； 教學方法 ； 隱喻學習

並列摘要

In recent years, case teaching has become an increasingly important teaching methodology for business education in Taiwan. Case teaching is built on the theory of learning development and practical teaching effectiveness, which is not only a methodology but also a combination of scientific knowledge and art of teaching. This article elaborates on the learning effectiveness based on students’ experience development, class participation, and application of metaphor. Instructors could help students transform themselves from passive learners to active participants in the learning process by integrating these dimensions in designing and conducting case teaching.

並列關鍵字

Case Teaching ； Participant-centered Teaching ； Management Education ； Teaching Methodology ； Metaphoric Learning

參考文獻

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Barnes, L. B.,Christensen, C. R.,Hansen, A. J.(1994).Teaching and the case method.Boston:Harvard Business School Press.

Bradley, B.(2005).Psychology and experience.Cambridge, UK:Cambridge University Press.

Desiraju, R.,Gopinath, C.(2007).Encouraging participation in case discussion: A comparison of the MICA and the Harvard case method.Journal of Management Education.25(4),394-408.

Dewey, J.,L. B. Barnes (Eds.),C. R. Christensen (Eds.),A. J. Hansen (Eds.)(1994).Teaching and the case method.Boston, MA:Harvard Business School Press.