[Abstract]:
The rapid development of network technology has changed classroom and campus-based learning methods, which people have used for a long time. Classroom online, university online, open university are becoming new learning methods now. credit education, continuous education as well as lifelong education all can be carried out in network environment. Today we pay more attention to the instruction and learning models on Internet. Research on learning and instruction models in network environment challenges the educators, psychologist and educational technology experts. The author has done some research on these. The article mainly elaborates and analyzes case-based learning in network environment in theory.
The article first introduces the theory of case-based learning (CBL). With the rapid development of computer technology and application in education, there are increasingly more CAI models. We can use the CAI culture classification model which is created by Doctor Zhu to locate the case-based learning. Therefore we know that its learning theory background is constructive, and its value is individual. Psychology finding indicates that people often ignore the knowledge gained from books in classroom and remember the knowledge gained in a real situation. Knowledge is always linked to a certain context. The knowledge from books is a “separate island”, and can’t be connected to the real context. CBL is grounded on the application of case-based reasoning (CBR) in learning. Constructivism is from the research on children cognitive development, has not only formed completely new learning theory and is forming a new instruction theory. The core of constructivism learning theory is that the learner constructs their own knowledge on their own experience. Each learner may have different learning because they have different personal experience in real life. A case is as same as experience, both of which are necessary for “real” learning.
The second section is about the characteristics and process of CBL. A case can provide the need to know for students, opportunities to think and practice, and can improve students’ skills in listening, watching, collaborative working, also develop problem-solving skills, help students integrate theory and practice. The key of any case-based instruction is the choice and organization of cases, learning objectives and students’ behavior in the cases. The article illustrates the process of case-based instruction.
The article finally describes the types of cases and how to choose cases. There are three type cases, one is judgment, the second discussion, the third analysis. A judgment case usually puts forward a problem and provide a solution, and ask students to judge whether the solution is suitable for the problem. A discussion case is to put forward a problem, students discuss it and develop a reasonable solution. A analysis case let students bring out problems and find out the problems solutions. The

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