本硏究以協同行動硏究，探究如何以案例教學法進行幼教師職前培訓之創 造性戲劇課程中。硏究結果建議，案例教學可以七個步驟進行，包含步驟一「案 例的選擇與分析」、步驟二「相關理論講授」、步驟三「書面案例閱讀」、步驟四 「案例報告撰寫」、步驟五「教師弓丨導活動」、步驟六「案例討論」及步驟七「延 伸活動」等。經過實際反思教學行動和學生的反應，發掘可將步驟四「報告撰 寫」移至步驟六「案例討論」後，在學生經歷討論後之報告，在深度與廣度方 面更佳。此外，硏究也發現在案例教學法之步驟一中，教師應該依據「教學目 標」來選擇案例。同時，若能將步驟五中「教師引導活動」和步驟六中「案例 討論」所使用的教案統一起來，對學生學習的連貫性和意義會更好。此次的案 例教學對學生而言，不但能增進他們對創造性戲劇理論與教學之瞭解’亦能強 化其爲幼兒設計課程的能力。建議未來可特別發展「生手教師戲劇課程案例」， 以更貼近職前教師之教學經驗。

This research uses collaborative action research to explore how Case Method Instruction (CMI) can be adopted to introduce a creative drama course in the pre-service preschool teacher-training program. The findings suggest 7 steps of CMI: "case selection and analysis' "theory instruction", "case paper reading' "case report writing", "teacher-guided activities", "case discussion”， and "extension activities". Based upon the teacher’s reflection and student’s responses, it appears that for a better quality of student reports, in terms of their width and depth, Step 4 should proceed after Step 6. Moreover, it is also found that teachers need to select those cases that suit the teaching objectives of the class in Step 1. It would be more coherent and meaningful to the students if the lessons for teacher-guided activities in Step 5 and those for case discussion in Step 6 could be combined and unified. For the students, CMI not only increases their understanding of the theories and pedagogy related to Creative Drama but also strengthens the teacher’s ability in designing drama lessons for young children. In future studies, it is suggested that more cases could be developed particularly for the novice teacher to get closer to their own teaching experiences.