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個案教學的準備-教師備課、學校硬體環境配置與學生的準備

Preparing for Case Study Teaching-Teacher, Facility and Students

摘要


哈佛個案教學對教師在備課、學校硬體環境配置及學生課前準備的要求較一般傳統課程來的複雜。哈佛個案教學教師需準備的內容包括個案、個案教學大綱、分組名單、座位表、教師個人的筆記,但不鼓勵教師提供作業答案予學生等。個案教學所需的硬體主要包括個案教室、個案討論室、下課休憩空間及宿舍。除此之外,學生的課前閱讀與準備,也是重要不可忽視的一環。整體而言,個案教學需多方面的配合,任何一個環節的瑕疵都可能影響預期的效果,本文的目的即針對哈佛個案教學所需的軟硬體配置進行討論並分析台灣個案教學的現況。

並列摘要


The case study teaching in Harvard Business School has more complicated requirements on instructor's preparing, school's facility and students' pre-class preparing than traditional teaching. The instructor needs to preview case contents, read related teaching notes, list students groups, prepare name cards, prepare self-study notes, whereas he/she is not obliged to provide solutions of the discussed questions to students. The school's facility includes big classrooms for case discussion of all students and instructor, small group discussion rooms, aisle space for tea time and additional materials and hostel for students. The student's pre-class preparing includes reading case content and related material and participating in group discussion for assignment questions. In overall, a successful case study teaching needs the coordination from all the three aspects. This study is aimed to discuss the requirements of instructor's preparing, school's facility and students' pre-class preparing and analyzes the current situation in Taiwan.

參考文獻


杜志挺、陳昭宏(2009)。冷呼和暖呼。商管科技季刊。10(4),771-776。
俞慧芸、周淑卿(2009)。哈佛爲什麼是哈佛?—商管教育以參與者爲中心的學習法。商管科技季刊。10(1),185-196。
張光第(2009)。哈佛個案的特色與在台灣採行個案教學之分析。商管科技季刊。10(3),583-591。
陳昭宏(2009)。參與者爲中心的個案學習法所需「教師知識之初探」。商管科技季刊。10(3),575-581。
黃俊傑(2002)。全球化時代大學通識教育的新挑戰。高雄:中華民國通識教育學會。

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