Sun Yat-Sen Management Review

  Journal Fullview

Sun Yat-Sen Management Review  2012/3

Vol. 20, No.1  p.245-259


Title
個案教學中的提問型態初探:細部拆解、視野拓展、及概化延伸
An Explorative Study on the Questioning Patterns in the Teaching of Case: Detail Dismantling, Perspective Expansion, and Generalization Extension
(634723294805468750.pdf(Not available for download))

Author
鍾憲瑞/國立中正大學企業管理學系
Hsien-Jui Chung/

Department of Business Administration, National Chung Cheng University


Abstract(Chinese)

可以訓練㈻生具備解決實務問題能力、提升㈻生思考能量的個案教㈻,已 成為商管㈻院主流的教㈻方式。而「提問」對於個案教㈻效果的提升,是相當 關鍵的㊠目,透過㊜當的提問,教師可以促使㈻生培養反思問題、多方探究現 象及其成因、以及㈻習如何面對各式各樣不同的決策情境等㆔方面的能力。本 文提出的細部拆解、視野拓展、以及概化延伸㆔種提問型態,㈲助於這㆔方面 能力的訓練。同時「提問佈局」也是撰㊢㊝質個案的前置作業。本文提出的㆔ 種個案教㈻提問型態,僅為初步嘗試,㈻界若能對提問型態進行廣泛研究,對 個案教㈻效果的提升,當會產生全面系統性的助益。

(634723294805000000.pdf 161KB)

KeyWord(Chinese)

個案教學、提問型態、個案撰寫


Abstract(English)

Case teaching, a method which train students with the ability to solve practical problems and to enhance students’ thinking capability, has become a mainstream teaching methods in management colleges. Questioning is critical in enhancing the effectiveness of case teaching. Through the appropriate questions, teachers can cultivate students’ abilities to reflect on the problem, to explore the phenomenon and its multiple causes, and to learn how to deal with a variety of different decision-making situations. This paper proposes three questioning patterns, namely detail dismantling, perspective expansion, and generalization extension, which contribute to the training in three abilities. Moreover, a well-developed questioning plan is also a necessary previous step of writing a high quality case. Three questioning patterns presented here are only a preliminary attempt, if the academic can extensively explore on this issue, it will produce comprehensive, systematic contribution in enhancing the effectiveness of the case teaching.

(634723294805000000.pdf 161KB)

KeyWord(English)

Case teaching, questioning pattern, case writing


Policy and management implications
(Available only in Chinese)

個案教學在今日的商學院,已成為一種主流教學方式。個案教學的效用,可以訓練學生具備解決實務問題能力、提升學生思考能量的個案教學。本文提出「提問」是影響個案教學能否達成其效用的關鍵項目,其影響表現在「現場教學」及「個案撰寫」兩個主要層面,在「現場教學」方面,透過適當的提問,教師可以促使學生培養反思問題、多方探究現象及其成因、以及學習如何面對各式各樣不同的決策情境等三方面的能力,本文提出的提問型態包括細部拆解、視野拓展、以及概化延伸三種提問型態,有助於這三方面能力的訓練。在「撰寫個案」方面,本文提出以「提問佈局」作為撰寫個案的藍本,以便於讓個案的撰寫能夠聚焦於問題,避免個案撰寫成為純粹編年史式的描述,「提問佈局」中的連環、有層次的問答設計,也正可以成為個案教學指引(teaching note)的骨幹,讓使用個案的教師在現場教學時,可以讓課堂討論更為精彩生動。有優質的個案,才能提升個案教學的成效。 對於學界、與個案推廣機構而言,本文提出的觀點有以下含意。本文提出的三種個案教學提問型態,僅為初步嘗試,學界若能對「提問型態」進行廣泛研究,對個案教學效果的提升,當會產生全面系統性的助益;政府機構(國科會及教育部)也應考慮系統性地補助提問型態的研究,從源頭全面提升個案教學能量;個案推廣機構在撰寫個案及審查個案時,也應該更重視個案的提問佈局是否具有啟發、週延、以及層次性,讓所補助的個案更能夠真正用於深度互動式的現場個案教學。


References