实施案例教学最核心的要求有两条:一是选好例,即从众多的案例中挑选并编制出最具代表性、典型性、最能贴切教材内容的好例子;二是释好例,即通过对案例的逐步分析有序地展开观点,最终达到以案说理的目的。然而,综观当下的案例教学,这两条似乎做得还不尽如人意。主要表现在:有的案例脱离学生实际,缺乏应有的针对性和吸引力;有的案例缺乏丰富的、可扩展的解释空间;有的案例不能有效地支持并服务于课程目标;有 There are two core requirements for the implementation of case teaching: First, select good examples, that is, to select and formulate the most representative, typical, and best examples of the most appropriate teaching materials from numerous cases; The step-by-step analysis of the case develops views in an orderly manner and ultimately achieves the purpose of reasoning. However, looking at the current case teaching, these two seem to be doing not quite satisfactory. Mainly manifested in: some cases are out of student’s reality, lack of targeted and attractiveness; some cases lack abundant and expandable explanation space; some cases cannot effectively support and serve curriculum objectives;