| 英文摘要 |
It has always been the pursuit of better teaching methods to improve students’ learning outcomes for educators. The background of this study was originated from the past teaching experiences that the researchers have obtained while teaching at a teacher training institution. The researchers have integrated the case method into the teacher education curriculum for many years as well as guided the pre-service teachers to rewrite their internship experiences into teaching cases. The process enabled the pre-service teachers to be familiar with the theme cases and understand how to conduct case studies, which helped develop their professionalism. However, based on our experiences, it appears that there is as yet a lack of criteria for evaluating quality teaching cases. Therefore, the purposes of this study were as follows: 1) constructing a set of criteria for good teaching cases, and 2) settling the relative weight of each indicator within a set of criteria for good teaching cases. To reach the goal, the researchers adopted the Delphi Method and Analytical Hierarchy Process in this study. The questionnaire survey was repeated three times, leading to the following conclusions: 1) the construction of a set of criteria for quality teaching cases was found to facilitate teacher trainers to choose or develop good teaching cases, 2) in order to evaluate high quality teaching cases, it was necessary to include in the set of criteria a total of 21 indicators along four dimensions, the most important dimension being conceptual contents, and 3) it is necessary to take into account the relative weight of each indicator for a given dimension while applying the set of criteria to the evaluation of a teaching case. The criteria constructed in this study were used for the selection of quality cases. Nevertheless, in order to enhance their instructional effectiveness, it may be necessary to incorporate the teaching cases with other factors. There were suggestions as the following: first, applying the set of criteria developed in this study as a guide to the development of high-quality teaching cases, and second, extending the set of criteria to cover other case formats or to include additional dimensions. |
