個案教學在國內過去幾年蔚為風氣，究竟個案教學要達到什麼樣的目的?背後蘊含的是什麼樣的學習假設?老師在課堂上扮演的角色以及所需的技藝會有什麼樣的改變?本文從個案教學的理論基礎、教學活動的本質，以及傳統講授法與以參與者為中心教學法的比較，來揭開哈佛商學院在管理教育上得以卓然有成的神秘面紗。哈佛商學院之所以是哈佛商學院，或許有人以為是它歷史悠久，是它得天獨厚，招收的學生本來就非常優秀，但本文藉由深入了解哈佛商學院，在課程開發、教學演練、撰寫教案、以及培養發展老師的教學技藝上的投入以及制度設計，來凸顯以參與者為中心的學習法，對於管理教育的具體意涵。

Case teaching has become the trend over the past few years. What is the purpose of case teaching? Is there any hypothesis behind the case teaching? What kind of role played and skill required by instructor for case teaching? To answer these questions， this article develops analysis regarding the teaching theory， teaching activities and compares the difference between traditional teaching method and Participant-Centered Learning of Harvard Business School. The typical view on Harvard is its history and outstanding students. Our study contributes to provide more understanding of Harvard Business School on case teaching method， course design and teaching skill development from the perspective of Participant-Centered Learning. This article also provides some implication for management education in Taiwan.