案例教學法在1870年開始有系統地運用於法學教育，並於1919年推廣到商學教育，先後提倡案例教學法的哈佛大學法學院與商學院，已成為其專業領域的翹楚，而案例教學法也成為法學與商學領域教學的特色，並且受到許多專業教育領域廣泛應用。由於師資培育也是專業人員培育的一種，因此美國在1986年發表的「準備就緒的國家—二十一世紀的教師」教育改革報告書，也提出了師資培育課程應特別重視案例教學法的呼籲。期間經過許多教育組織與學者的提倡與應用，案例教學法已逐漸在師資培育等教育領域受到採用，國內教育領域亦復如此。 本文以文獻探討的方法，目的在瞭解案例教學法發展的沿革，以及其在台灣教育領域應用的回顧與展望。全文分為三大部分，包括：案例教學法的緣起、台灣教育領域提倡與實施案例教學法的回顧、師資培育應用案例教學的省思與未來展望。論文末尾提出四個建議，包括：第一、應設立師資培育案例資料庫與案例教學的研究推廣中心；第二、建立教育學術社群對案例教學的認同與共識；第三、形塑案例教學法成為師資培育的特色教學法；第四、案例編製與案例教學實施應做為師資培育者的教學研究職責，以為未來展望。

The case method has emerged and has been recognized in such professions as law, business, medicine and etc. It has not only made a great impact on learning in the above fields, but has also gradually been adopted by educational professionals. In 1986, a report entitled "A Nation Prepared: Teachers for the 21st Century," issued by the Carnegie Forum on Education and the Economy, recommended that programs of teacher preparation should pay more attention to the case method in teacher education programs. The purpose of this study is to understand the historical development of the case method by adopting literature reviews, retrospectives and the prospects on its application for the educational field in Taiwan. Four suggestions are then offered as follows; Firstly, to set up a case database, case research and dissemination center to collect and exchange cases for teaching. Secondly, to establish the identity of the case method in the educational field. Thirdly, the case method should be adopted as a signature pedagogy for teacher education. Fourthly, it should be teacher/educators' duties to apply case writing and the case method to their teaching instruction and research.