摘要
案例式推理最初的發展是為了提高電腦的認知方法，當使用者面臨新的問題情境時，可以從原先儲存在電腦資料庫的案例資料中提取相稱於先前問題的案例情境，提供新問題的解決辦法。晚近，認知心理學家建議案例式推理的理念可以應用到教學領域。筆者認為案例式推理的模式有助於設計問題解決的教學活動，每一個問題都有其脈絡，也就是一個案例情境，學生從問題的案例情境更能認識與學習如何進行探究、思考、推理、詮釋和判斷，以及在最後獲得問題的解決。學習者在新的問題案例情境中，便能以類比推理的方式，藉由上述解題歷程的案例來思考如何解決新的問題。本文主要的重點，除了在探討案例式推理對科學教學所能提供的重要洞見與可行性外，筆者建議以教師的教學案例為基礎建立案例式推理網路系統，形成案例式推理教學的網路資料庫與討論群，經由對教學案例的分享、討論、與類比推理，以促進教師教學專業知能的成長。
並列摘要
Case-base reasoning is initiated from the intent of enhancing the cognition function of computers. By means of this, when the users encounter new problematic situations, he/she can gather the related situations of the case data kept in the computer so as to sort out the solution for the new issues. Currently, the cognition psychologists suggest that case-based reasoning could be applied to the field of teaching. The writer of this essay believes that the pattern of case-based reasoning might help in designing the teaching activities of problem-solving. Every problem has its own context, namely, the situation of the case. From the case situation of the problem, the students can know and learn more about how to investigate into, think about, reason out, interpret and judge the case, and, finally, solve the problem. The learners may, in the case situation of the new problems, apply the method of analogy and reasoning into the case and consider how to solve the new problem by the aforesaid problem-solving proceeding. In addition to discussing the significant viewpoints and feasibility of the case-based reasoning in science teaching, the writer also suggests to take the teachers' teaching cases as the base for the internet system of case-based reasoning in the hopes of enhancing the professional teaching knowledge of the teachers by forming the internet data base and discussion groups of case-based reasoning teaching and by sharing, discussing, and analogical reasoning the teaching cases.