教師行動研究是大學教師發展「教師教學專業」的一項路徑。此研究利用教育行動研究架構，針對導入個案教學法於大學部課程情境，探討關於教師之教學配套設計，以及分析學生之學習經驗回饋。此研究主要有兩項研究目的：(1)發展導入個案教學於大學部課程之教育教學配套設計，(2)探索學生之學習經驗。針對大學生學習個案之三個學習階段，教育工作者設計三項配套：(1)課堂前學生個人準備個案階段之個案學習單；(2)學生與學生之間的小組討論階段：賦權學生學習小組群體動能之策略；(3)大堂教師與各學習小組共同討論個案階段：舉手、發言、搶分之遊戲競賽。為了提升此研究之有效性，此研究採用三角檢驗原則，探討學生量化、質化之學生學習經驗回饋。學生學習經驗回饋顯示教師之教育教學配套設計，對學生學習經驗產生正面的影響。最後總結教育工作者的行動後反思，以及未來研究建議。

　　Pedagogical action research is one of the crucial approaches to enhance tertiary teacher s’ professional development. Focusing on the case-teaching in the context of undergraduate courses, this pedagogical action research aims to develop pedagogical complimentary designs and to explore students’ learning experiences. This practitioner implements three pedagogical complimentary designs for university students to experience case-teaching method. These include (a) the individual stage: the learning sheet for case, (b) the group stage: strategies to enhance students’ group dynamics, (c) the competition stage: the game of raising-hands, voicing-out, and scoring high. To enhance its validation, this research applies with the principle of triangulation, and analyzes the quantitative and qualitative feedbacks of students’ learning experiences. Feedbacks from students’ learning experiences indicate that these pedagogical complimentary designs have positive impact on students’ learning. It concludes with the practitioners’ reflection and future research suggestions.