案例教学法最早应用于法学界和医学界，目前它已被广泛应用于经济、商贸、管理、法律、教育等各类课程的教学中。目前，案例教学仍然多是以教师讲授的形式在课堂中出现的，虽然教师可以讲授的很生动，但教学效果不够理想。笔者选择了自己所任教的学校2006级机电一体化专业10班的学生作为研究对象，选择了《AutoCAD》作为实践课程。针对中等职业学校学生的学习现状及AutoCAD的课程特点，尝试将案例教学法应用于AutoCAD课堂教学当中，通过学生自己分析问题，小组讨论，班级讨论，最后独立完成绘图，达到预期的教学目标及课程目标，以提高学生的问题解决能力。本研究的主要内容是：查阅了相关文献和资料，并进行整理分析，提出问题；在理论研究的基础上，按照行动研究方法的步骤实施教学，共进行了三轮的研究，每一轮研究都是在前一轮研究发现问题的基础上提出改进策略，在下一轮研究中进一步改进；最后经过三轮的研究，经过效果评价与分析，对整个研究过程进行了总结。研究结果表明：案例教学在中等职业学校课堂中的实施，改变了传统的教学模式，优化了课堂教学，激发了学生的学习兴趣，并且提高了他们合作完成任务的能力；通过浅显易懂的案例，可以使他们快速入门，掌握最基本的知识和操作，最终提高了学生的问题解决能力；案例教学模式符合现阶段就业形势的要求，对提高学生的就业水平有现实意义。

Case teaching method was at first applied in law and medical community, at present, it has been widely used in the teaching of courses like economics, commerce and trade, management, law and education, among others. Nowadays, case teaching still mostly appears in the classes in the form of teachers’ instruction. Although teachers can lecture vividly, teaching results are not up to expectation. The author selected the classmates in Class 10 of my school majoring in Electric and Mechanical Integration and enrolled in 2006 as the study objects, and chose AutoCAD as the course of my practice. With regards to the learning situation in the students of secondary vocational schools and the features of AutoCAD course, the author attempts to apply case teaching method to AutoCAD class teaching. By means of analysis of problems by students themselves, team discussion, class discussion and finally completion of drawings independently by themselves, the objective of the anticipated teaching objective and the course is attained, so as to enhance the problem-solving capability of the students. Main contents of this study cover: problems are put forward by reference to relevant literatures and materials and sorting out and analyzing them; on the basis of theoretical study, teaching is performed according to the steps of action research method, and three rounds of study are conducted, for each round of the study, improvement strategy is proposed based on the problems found in the previous round of study; at last, after the three rounds of study and by evaluation and analysis of the results, the whole study process is summarized. The research results suggest that, implementation of case teaching in the classes of secondary vocational schools serves to change the traditional teaching mode, optimize class teaching, stimulate the learning interest of students, and enhance their ability to collaboratively complete assignments; by means of easily understood cases, they are allowed to quickly start and master the basic knowledge and operation, and eventually enhance problem-solving capability; case teaching mode conforms to the requirements for present employment situation, and is of actual significance to improve their employment opportunities.