傳統教學是以講授方式來為學生轉述「資訊」或類似資訊的知識，然而此一功能已逐漸被互聯網所取代。解決方案之一是在教學方法上採用更多個案討論，以互動方式協助學生提升「聽說讀想」，以及決策與行動的能力。 本文並未深入介紹個案教學的進行方法，而是試圖從「知識」與「學習」的角度為互動式個案教學提供較具理論性的思考方向，並希望藉此解釋個案教學進行方式與各種技巧背後的道理。本文首先區別「資訊」、「知識」及「獲得知識的能力與習慣」三者的意義，進而指出其中第三項「獲得知識的能力與習慣」是指學習、整合、靈活應用、修正本身知識體系之能力，也包括了建構與創造知識的能力、習慣與心態。對商管學院的學生而言，這些能力與習慣不僅十分重要，同時也應該經由互動式個案教學來強化。 本文借用「建構論」的概念，分析「做中學」與「從互動討論中學習」時，經由「比對」等作法，吸收、整合、創新知識的心智過程，進而說明個案教學過程中的各種作法，包括課前分組討論、上課時教師的提問與引導、要求學生專心聆聽，以及要求學生嘗試提出完整論述及理由等，其實都是協助學生提升上述各項能力的重要方式。而教師的提問水準以及本身的知能成長，也與其建構知識的能力密切相關。

Traditionally teachers lecture and deliver information or para-information knowledge in class. However, this delivering function of teachers will be gradually replaced by students’ easy access to the internet. In reaction to this new trend, one of the solutions is to adopt case method, substituting the interactive discussion for lecturing, in order to develop students’ capability, including the ability in listening, speaking, reading, and thinking. This paper attempts to provide a theoretical foundation for the interactive case teaching, and tries to divide the content of teaching into three parts, namely, information, knowledge, and the capability of acquiring knowledge. The so-called capability of acquiring knowledge refers to one’s ability to learn, integrate, apply and modify knowledge either from others or from his own experience. It also includes one’s ability in knowledge construction and creation. And this ability is not only important but also the critical part teachers can assist students to build through case teaching. Having clarified the meaning of knowledge and capability, this paper borrows from the concepts of constructivism to analyze learning by doing and by class interaction, and try to analyze the mental process of absorbing, integrating, and creating knowledge through the method of “compare and contrast” between one’s own belief and his new experience, including others’ opinions. This paper also dwells on the pedagogy employed in the process of case-teaching, such as pre-class group-discussions, in-class discussions by Q&A, students’ elaboration during a discussion, and their attentive listening to others, all of which help students elevate their abilities in acquiring knowledge or capability. Having comprehended these concepts behind the case method, teachers would have a better grasp of its spirit in practicing. Finally, quality of teaching mainly depends upon the teacher’s own knowledge construction ability.