本研究應用案例教學法實施於特殊教育師資培育入門課程「特殊教育導論」以增進師資生特殊教育知能之效果。共有8位師資生參與，所使用蒐集資料的研究工具主要為「特殊教育導論案例紀錄表」與「案例教學特殊教育導論評量與回饋問卷」。共開發的案例為28例，包括書面與影片， 其中又以影片與書面共用的效果最佳。研究結果顯示：（1）在學習成效方面，結果顯示案例教學法適用於「特殊教育導論」課程，除了能強化理論 與實務的連結外，還具備促進學習、增加學習與興趣的動機與增加評析的能力；（2）在學習態度方面，由於案例教學法透過討論的方式，降低了學 生上課想睡覺、滑手機與聊天的機會；（3）在人際互動方面，案例教學的 討論與分享過程使學生的人際互動技巧增強，並學會尊重與包容不同意見。

This study aimed to explore the effects using case-based instruction for teaching ‘Introduction of Special Education’ in the basic teacher program on improving the expertise for special education pre-service teachers. Eight pre-service teachers participated in this study. The instruments used to collect data included the record list of case-based instruction, the evaluation of teaching results, the questionnaire of case-based instruction, and feedback. The data were analyzed by percentage, Means and Standard Deviation mainly and supplemented with qualitative analysis. There were 28 cases including 19 written cases and 9 movie cases. The results of effects indicated that (1) in terms of learning effects, the case-based instrument is suitable for the course of ‘Introduction of Special Education’ because it connects the theory with practice and facilitates learning, motivation, and ability to critically analyze issues; (2) in terms of learning manners effects, the process of case-based instrument could reduce the opportunities to play cell phone, sleeping and chatting for students in the classroom; (3) in terms of interactive effects, the case-based instruction could improve the interaction between students through discussions and feedbacks. They also learned to respect different opinions.