本研究旨在探討與比較我國正式與非正式幼兒教師之教學行為現況，並檢視其與以DAP為主的現今幼兒教學趨勢是否相符。經採觀察量表與現場觀察筆記質、量並用法，蒐集資料與交叉論證；歷經二年研究期間，第一年以桃、竹、苗輔導區六十位正式教師為研究對象，第二年則以大量存在但未具法定資格的四十位非正式教師為研究對象，並將研究結果與第一年加以比較。結果發現，正式與非正式幼兒教師之教學行為極為相近，可謂大同小異也；二者無論是在教學目標、教學內容、教師角色、或在教學方法上均與以DAP教學指標為主的當今幼教趨勢未相吻合，仍有差距。針對研究結果，本研究乃提出八項建議以作為師資培育機構與教育有關當局之參考：（1）重行評估幼教相關政策之實施；（2）徹底檢討師資培育課程；（3）建立初任（實習）教師輔導制度；（4）慎規劃在職進修與輔導方案；（5）加強親職教育或普遍宣導正確幼教理念；（6）提昇園方負責人之專業素養；（7）強化幼稚園評鑑制度及輔導工作；（8）改良聯考制度。

This is a two-year study, the purposes are : (1) to investigate and　compare the instructional practices of the certified and the uncertified preschool teachers ; (2) to examine whether their practices are congruent with the practices of recent trends in early childhood education – DAP. Sixty　certified teachers and fourty uncertified teachers in Taoyuan, Hsin Chu, Miaoli　were selected and the observational checklist and field-note were applied to collect and triangulate the data in the study. The major findings are: (1) the certified and the uncertified teachers' instructional behaviors are very similar, there seems to be no big difference between them; (2) the practices of both teachers are incongruent with the DAP in four aspects: instructional goal, content, and method, as well as teachers' role. According to the results, the suggestions are made as follows: (1) to evaluate the effectiveness of the public policy in early childhood education; (2) to examine the effectiveness of pre-service teacher training program; (3) to establish the induction program for the beginning teachers; (4) to redesign the in-service teacher training and guidance program; (5) to enhance the parenting education; (6) to enrich the professional knowledge of preschool owners; (7) to stregthen the accreditation system and guidance work of preschools; (8) to improve the admission system of universities/colleges.

教學行為;教學實務;幼兒教師;幼兒教育

Instructional behaviors;Instructional practice;Early childhood teacher;Preschool teacher;Early childhood education;DAP