本研究將案例教學法實施於幼教師資生「幼兒園課室經營」課程，藉此了解案例實施之教學歷程、師資生在案例教學中的學習表現，以及接受案例後對其在幼兒園實習的影響，此一研究歷程能呈現運用案例教學對幼教師資生的學習效果之完整樣貌。本研究採用行動研究法，運用案例教學作為行動策略，共有40位幼教師資生參與，資料蒐集的方法包括撰寫研究者省思札記、文件蒐集、問卷調查及訪談。研究結果發現，案例教學在幼兒園課室經營課程之實施具有可行性；師資生喜歡且肯定課堂中採用案例教學的方式，有助於思考及表達，但需更多的時間吸收及消化；進入幼兒園實習面對各種問題及情況，更能了解如何處理及解決，儘管未遇到類似課堂的案例事件，也能釐清自我的觀點。

In this study, the case-study method was used to explore the teaching processand how pre-service teachers perform in the classroom after using the case-study method. This research process presents a complete picture of the learning effects of the case-study method on pre-service teachers. This research also employs action research. A total of 40 pre-service teachers participated in the study. Data were collected from written notes, document collection, feedback questionnaires, and interviews with pre-service teachers. The research results are as follows: Using the case method in teaching classroom management was feasuble. Pre-service teachers held a positive view of the case method to increase their thinking and expression, but need more time to digest the cases. Pre-service teachers understand how to deal with and solve issues similar to the case studies studied, although situations similar to most of the cases did not occur in theirteaching.