1“学案”的设计原则由于建构主义学习理论强调以学生为中心,认为学生是认知的主体,是知识意义的主动建构者;教师只对学生的意义建构起帮助和促进作用,并不要求教师直接向学生传授和灌输知识。可见在建构主义学习环境下,教师和学生的地位、作用和传统教学相比已发生很大的变化。在这种情况下,如果仍然沿用传统的教学设计理论与方法来指导,显然是不适宜的。为此,我们需要建立一套能与“学案”教学模式的学习环境相适应的全新的教学设计理论与方法体系。 Since the constructivism learning theory emphasizes student-centered, students are the main body of cognition and the active constructor of knowledge meaning. Teachers only help and promote the construction of meaning of students, It does not require teachers to teach and instill knowledge directly to students. Can be seen in the constructivist learning environment, the status of teachers and students, the role and the traditional teaching has undergone great changes. Under such circumstances, it is clearly inappropriate to follow the traditional teaching design theories and methods. To this end, we need to establish a new teaching design theory and method system which can adapt to the learning environment of “case study” teaching mode.