個案教學法之理論與實施

Theory and Practice of Case-based Instruction

王麗雲(Li-Yun Wang)

《課程與教學》 2卷3期 (1999/07) Pp. 117-134+150

https://doi.org/10.6384/CIQ.199907.0117

摘要

在眾多教學方法之中，個案教學法在國內算是較少受到注意的，不過該方法在國外許多領域行之有年，廣泛地被用來作為教學、評鑑、診斷、組織發展等工具。最近對反省從業人員（reflective practitioner）的提倡，使得個案教學法受到許多專業人士的重視，認為這是搭建實務與理論的好橋樑。在教育領域，個案教學法除了被應用於較高層次目標的教學外，也被用於師資培育、教育行政人員養成教育、以及成人教育等領域。本文除了介紹個案教學法的意義與理論基礎外，並說明個案教學法的效能與適用領域、教學個案選擇與撰寫原則、以及進行個案教學時教師與學生應作的準備。

關鍵字

個案教學法 ； 反省從業人員 ； 教學個案

並列摘要

Case-based teaching method receives little attention in Taiwan. However, it has been widely adopted in many disciplines in several other countries, and for many years. Its scope of application includes teaching, evaluation, diagnosis, organizational development, etc. In education, case-based teaching method is considered an excellent tool for educating teachers, administrators, and adults, not to mention its popular use in daily classroom teaching. The increasing emphasis on ”reflective practitioner” has drawn more attention towards case-based teaching method because of its strength in bridging the gap between theory and practice.This study focuses on the use of cases as a teaching strategy. It discusses the meaning, foundation, and effectiveness of case-based teaching method. I also synthesize guidelines for selecting or writing teaching cases as well as strategies to implement case-based teaching in the classroom.

並列關鍵字

case studies ； Case method ； case-based Instruction ； case-study ； teaching method ； reflective practitioner