本研究旨在了解臺北市國民小學校長知識領導與教師專業發展之現況，了解不同的背景變項在臺北市國小校長知識領導與教師專業發展之差異情形，分析不同程度的校長知識領導在教師專業發展之差異情形，最後探討臺北市國小校長知識領導對教師專業發展之預測力情形。 本研究採用問卷調查法，以臺北市國民小學教師為調查分析對象，以自編之「臺北市國民小學校長知識領導與教師專業發展之調查問卷」為工具進行調查，問卷研究對象以臺北市47所國民小學632位教師為樣本，蒐集的資料以獨立樣本t 考驗、單因子變異數分析、Scheffé事後比較、Pearson積差相關及逐步迴歸分析等進行資料分析，獲致以下結論： 壹、臺北市國民小學校長知識領導整體及各向度的表現屬「中高程度」，其 中以「激勵組織成員學習」表現最佳得分最高，而「整合學校資源系 統」得分最低。 貳、臺北市國民小學教師專業發展現況，屬「中高程度」，其中以「計畫專 業成長」得分最高，「參與學術活動」得分最低。 參、不同性別、年齡、職務、學校規模與學校校齡的臺北市國民小學教師， 在知覺校長知識領導上均有顯著差異。 肆、不同性別、年齡、職務、服務年資、教育程度與學校規模的臺北市國民 小學教師，在教師專業發展上均有顯著差異。 伍、不同程度的校長知識領導越高，則教師專業發展的表現越佳。 陸、除了激勵組織成員學習外，臺北市國民小學校長知識領導，對教 師專業發展具有中度正相關與可預測力。 最後，依據研究結果，提出具體建議，俾供臺北市國民小學校長與教師，及未來研究之參考。 / The purpose of this study is to understand the current status between principals’ knowledge leadership and teachers’ professional development of elemenatary schools in Taipei City, the difference condition on variances of different background between principals’s knowledge leadership and teachers’ professional development of elemenatary schools in Taipei City, and further analyzes the difference condition between principals’ knowledge leadership and teachers’ professional development, finally, to explore the predictionon principals’ knowledge leadership to teachers’ professional development of elemenatary schools in Taipei City. This Study adopted questionnaire survey aimed at teachers of elementary schools in Taipei City as the object of analysis with the self-prepared tool of “questionnaire survey of principals’ knowledge leadership and teachers’ professional development of elemenatary schools in Taipei City” to proceed inestigation, The questionnaire object ws based on 47 elementary schools and 632 teachers in Taipei City as sample , the data collected was proceeded and anyalyzed on independant sample by t factor, single factor variances analysis, Scheffé comparison afterward, Pearson cummulated difference and the related multiple stepwise regression, the conclusion obtained is as follows: 1. The overall and each aspect performance of principals’ knowledge leadership are belonged to “moderate to high degree”., where the performance of “encouraging organization’s members to learn” is the best with highest scores, however, “intigrating school resource system” gets lowest scores. 2. The current status of teachers’ professional development of elementary schools in Taipei City is belonged to “moderate to high degree”., where “professional growth on planning” has gotten the highest scores, but “involvement in academic avtivities” is the lowest scores. 3. The cognitions among teachers with different sex, age, job duties, school scale, school age of elementary schools in Taipei City on principals’ knowledge leadership that have significant difference. 4. The teachers with different sex, job duties, seniority, level of education, all have significant difference on teachers’ professional development. 5. The higher the different level of principals’ knowledge leadership, the better the performance of teachers’ professional development. 6. As to teachers’s professional develpment, the principals’ knowledge leadership of elementary schools in Taipei City has a moderate and positive relation with precditable ability except encouraging “organization’s members to learn ”. Finally, according to the result of Study to submit a concrete suggestion to provide for the future research reference to principals and teachers of elementary schools in Taipei City. 1.Suggestions to the prncipals of elementary schools in Taipei City 1)Carefully use the role of encouragement played by principals to build a harmonious learning atmosphere. 2)To establish an award and encouragement system and development for research task to encourage members in innovative development. 3)To construct an interactive environment of knowledge management of school and to develop the culture of knowledge share. 4)To utilize the knowledge leading and to integrate school’s source system and further to have an abundant learning resource on knowledge. 2.Suggestions to the teachers of elementary schools 1)Actively involve in life learning and to enhance individual professional skill. 2)Actively engage in educational research and further to establish a self-supporting system. 3)Participates in evaluation on teachers’ professional development and to fulfil evaluation on the result of advanced learning. 4)Establishes a teaching archive and to plasticize the achievement of professional development.

過去許多哲人都曾讚揚過音樂之於人的意義，Mozart亦曾言：「音樂應是不刺耳，使人如沐春風」，然而近年來的研究卻指出：幼兒園中的音樂活動經常是所有人唱一樣的內容，並僅以是否有精神、聲音大小做為評斷標準，在這樣的環境下，幼兒究竟聆聽了什麼？從中習得了什麼？是否曾考慮幼兒在音樂發展及表現上的個別差異？ 本研究基於上述的背景，試圖以Gordon幼兒音樂學習理論為基礎，參考相關教材－Music Play一書設計活動後，再到幼兒園進行教學，欲從中了解幼兒在課程參與、音樂性向及歌唱能力等三方面的樣貌，進一步建構研究者自身的教師專業圖像。本研究採行動研究取向，主要分為初探研究及正式研究兩部分：初探研究包含6次各30分鐘的活動，課程進行後重新了解理論並修正內容，再次進行兩個循環的正式行動，第一循環共計10次課程，第二循環為6次課程。課程完全結束後，以課堂錄影、教師省思日誌、幼兒觀察記錄表等工具為基礎，書寫初探及兩個循環研究之改變與收穫。 本研究的發現如下： 1、幼兒課堂參與的情形從嘻笑轉而認真投入，並開始發展個人不同的音樂表現方式；音樂性向隨著音樂環境的多寡有所轉變，經過課程後大多數的幼兒音樂性向略提升；歌唱能力則依個別差異在音高及節奏方面各有所轉變。 2、研究者在研究進行的過程中，發現進行Gordon相關的教學方式，首先要能熟悉理論及教材內容，進一步適應曲調、節奏、音高型與節奏型的唱法後，搭配相關的律動、樂器、遊戲等，除能使教學更符合幼兒的個別差異，教師亦能建構屬於自己的教學內容，以及自身的教師專業發展圖像。 根據本研究的歷程與收穫，研究者提出幾點建議，以供未來研究者與教師做為參考。 / This study attempts to understand the picture that 4-5 years old children learn on through Gordon’s music learning theory for newborn and young children; meanwhile, focus on the changes of teacher’s professional development. This study adopts action research, designs a series of lessons that building on Music Play and accompanied with teaching logs, music aptitude tests, singing performance tests, and observation records. The lessons contain three cycles. The first one is pilot study, within six times and thirty minutes for each lesson. Cycle 2 and cycle 3 are formal research, the former includes ten times and the latter includes 6 times, both 30 minutes for each lesson. The conclusions of this study are : 1)The curriculum of this study can improve children’s musical aptitude, singing performance and participation. 2) Teachers and Researchers should understand and internalize meter, tempo, rhythm, and continuous movement activities within Gordon’s music learning theory for early childhood. With a variety of teaching activities, the teachers will improvise in the classroom, and then construct professional picture of teacher of himself.

關於台灣40-70年代幼兒教育史的研究至今仍以鉅觀探究為主，然而此時期幼兒教育的發展，主要由少數學者推動、開拓而成，其「為何而為」、「如何實踐」尚待探究。 本研究以生命史研究取向，探究一位走過台灣40-70年代的幼兒教育工作者，透過其職業史，探究其職業生涯歷程與社會文化脈絡的關連性，作為瞭解台灣幼教在開拓時期的一個生命性路徑。另外，從生命史觀點，探求個體何以成為幼師，並在其時代背景做出與大多數人相悖的決定，從事幼教工作40年。 通過詮釋歷程，描繪其幼教專業實踐圖像「幼教專業的開拓與轉化」： 一、變動環境中的機緣，作為生命主體開拓的動力 二、幼教專業認同與拋光實踐 三、生命實踐的轉化與傳承 最後，給予未來在「幼師專業」、「幼教師培」及「課程與教學」研究議題上的一些建議。 關鍵字：幼兒教育史、生命史、教師專業實踐 / The researches about the history of early childhood education during 1950-1980 in Taiwan were mostly focus on macro-scope. While during the time, the development in early childhood education was opened up and promoted by a few scholars. It is needed to take more micro-scope view on “Why” and “How” they did it. This research applies life history method approach to study the pioneer of Taiwanese early childhood education in 1950-1980. By analyzing the material of her professional history, the connection of her vocation and social-cultural context is revealed, which is regarded as a life-roadmap for understanding the pioneering era of Taiwanese early childhood education. Moreover, life history method approach is also applied when discussed why individual became an early childhood educator and made decisions against mainstream—devoted oneself into early childhood education for more than 40 years. Through the interpretation, the profession practice map, “the pioneering and transformation of professional early childhood education,” of Mrs. Gao, Huai Sheng is depicted: 1.The opportunities in changing environment as the motivation of a subject. 2.The identity of early childhood education profession and its profession practice. 3.The transformation and passing down of the life practice. Finally, the paper gives some advises on the future research about “the early education profession “, “ teacher education” and “curriculum and teaching.” Key words: history of early childhood education、life history method、 teacher’s profession practice

本研究旨在瞭解北北基地區國民小學校長正向領導與教師專業學習社群的現況，並分析教師人口變項、學校環境變項在校長正向領導以及教師專業學習社群的差異情形，最後探討校長正向領導與教師專業學習社群之關係。 本研究以問卷調查法為主，問卷內容以「國民小學校長正向領導與教師專業學習社群關係之調查問卷」（內含基本資料、校長正向領導量表與教師專業學習社群量表）為工具，對北北基地區國民小學進行問卷調查。調查所得資料分別以描述性統計、t考驗、單因子變異數分析、Pearson 積差相關、逐步多元迴歸分析等統計方法實施資料分析，據以進行研究結果的分析與討論。 研究主要發現如下： 一、國小校長在整體正向領導與教師在教師專業學習社群方面表現為中 上程度。 二、國民小學教師人口變項中，不同性別、年齡、服務年資與現任職務 之教師知覺校長正向領導有差異。 三、國民小學教師人口變項中，不同性別、年齡、學歷與服務年資之教 師知覺教師專業學習社群沒有差異。 四、國民小學在環境變項中，不同學校規模之教師知覺校長正向領導與 教師專業學習社群有差異。 五、國民小學校長正向領導各層面與教師專業學習社群為正相關。 六、校長正向領導各層面對於教師專業學習社群有預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、 學校校長、教師以及未來研究之參考。 / This study aimed to explore the relationship between principals’ positive leadership of elementary school and teacher’s professional learning community in Taipei City,New Taipei City,and Keelung. The research has been done with the method of questionnaire survey in order to unveil the current situation of principals’ positive leadership and teacher’s professional learning community. This study also analyzed the differences of perceptions to principals’ positive leadership and teacher’s professional learning community which possessed by teachers with different background and investigated the predictability of principals’ positive leadership towards teacher’s professional learning community while this study also examined the relationship among these two variables. Questionnaire "elementary school principals’ positive leadership and teacher’s professional learning community relationship questionnaire" was used as a researching tool in the implementation of questionnaire survey. Survey data were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation coefficient, and stepwise multiple regression. The findings are as follows: 1. The perception of elementary teachers towards principals’ positive leadership and teacher’s professional learning community performance was above average. 2. The perception of elementary teachers towards principals’ positive leadership varied due to genders ,ages, working seniorities, current position ,the difference was significant. 3. The perception of elementary teachers towards teacher’s professional learning community varied due to genders, ages, working seniorities, diplomas, the difference was not significant. 4. In the environment variables, the different size of school, teachers perceived difference in principals’ positive leadership and teacher’s professional learning community. 5. Principals’ positive leadership was positively correlated to teacher’s professional learning community. 6. The predicted relations between principals’ positive leadership and teacher’s professional learning community were supported.This study made concrete suggestions to educational authorities, elementary school principal, teacher, and future related studies based on the findings and results.

本研究旨在瞭解目前桃園市國民小學校長賦權增能領導行為、教師專業學習社群與教師組織承諾的現況，分析不同背景變項下之教師，知覺校長賦權增能領導行為、教師專業學習社群與教師組織承諾之差異情形，並探討三者間之關係，最後探討校長賦權增能領導行為與教師專業學習社群對教師組織承諾之預測力分析。 本研究採問卷調查法，共計抽樣31所學校，發出630份問卷，回收547份有效問卷；問卷有效率達95.46%。問卷調查結果以描述性統計、t檢定、單因子變異數分析、皮爾遜積差相關及多元迴歸分析等統計方法加以分析與探討。 本研究獲致結論如下： 一、目前桃園市國民小學教師知覺校長賦權增能領導行為為中高程度，以「參與及自主決策」之知覺程度為最高，「績效責任」之知覺程度最低。 二、目前桃園市國民小學教師有中高程度之教師專業學習社群知覺，以「分享教學實務」之表現為最高，「分享價值願景」之表現最低。 三、目前桃園市國民小學教師在教師組織承諾的知覺為中高程度，以「留職傾向」之表現為最高，「組織認同」之表現最低。 四、桃園市國民小學教師，因性別、擔任職務及學校規模之不同，在知覺校長賦權增能領導行為上有顯著差異。 五、桃園市國民小學教師，因擔任職務及學校規模之不同，在表現教師專業學習社群上有所差異。 六、桃園市國民小學教師，因年齡、服務年資與擔任職務之不同，在表現教師組織承諾上有所差異。 七、桃園市國民小學校長賦權增能領導行為、教師專業學習社群與教師組織承諾的知覺及各分層面，彼此之間具有正相關的關係。 八、桃園市國民小學校長賦權增能領導行為、教師專業學習社群對教師組織承諾具有預測作用，以「校長賦權增能領導行為」的預測力最佳。

本研究旨在瞭解中學校長服務領導與教師專業承諾之內涵與現況，並探討其關係，進而建構及驗證其互動模式，並依研究結果提出建議。 首先，進行初步文獻探討，作為本研究之研究架構的理論基礎；其次，以問卷調查法進行研究調查，問卷調查樣本以台北縣市國民中學及完全中學為教師研究對象，共抽樣645人，問卷回收523份，有效問卷517份，以分析現況及驗證理論；最後，依據研究結果進行討論與結論建議。研究主要發現如下： 一、中學校長服務領導與教師專業承諾內涵與現況 (一)中學校長服務領導包括為人文關懷、願景分享、專業創新、理性說服四個向度，看法得分情形屬於中等程度。以「願景分享」的看法得分最高；而以「專業創新」的看法得分最低。 (二)中學教師專業承諾包括專業認同與投入、專業關係與留職、專業倫理與進修三個向度，看法得分情形屬於高程度。「專業認同與投入」的看法得分最高；而以「專業關係與留職」的看法得分最低。 二、不同背景變項在中學校長服務領導與教師專業承諾之差異情形 (一)不同背景變項在中學校長服務領導得分方面：性別、年齡、服務年資、現任職務、學校規模、學校類型及校長性別有顯著差異。 (二)不同背景變項在中學教師專業承諾得分方面：年齡、學歷、現任職務、學校規模、學校所在地及學校類型有顯著差異。 三、中學校長服務領導與教師專業承諾間存在正向的關係 四、中學校長服務領導對教師專業承諾發展模式適配度良好 前因變項（中學校長服務領導）對後果變項（中學教師專業承諾）具有顯著的影響力。 最後，本研究根據研究發現，提出相關建議，俾提供教育行政機關、中學校長以及後續研究參考。 / The main purpose of this study is to investigate the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools. This study included literature analysis and questionnaire survey to be the survey methods. The purpose of literature analysis was aimed to explore the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools. Based on arranging related theory, researcher made the questionnaires of this study. The data of this study was analyzed 517 sampling subjects by description statistics, t-test, ANOVA and LISREL model. According to the statistics analysis of the questionnaire, we can get the following results. A. In the aspect of principals’ servant-leadership in secondary schools 1. The principals’ servant-leadership includes four parts, which are (1) humane concern, (2) vision sharing, (3) professional innovation and (4) reasonable persuasion. For all, the best dimension is “vision sharing”. 2. Sexual, age, years of service, incumbent duty, school scale, school type, and principals’ sexual have significant influences on principals’ servant-leadership. B. In the aspect of teachers’ professional commitment 1. The teachers’ professional commitment includes three parts, which are (1) professional identity and job involvement, (2) professional relationship and position-retaining intention, (3) professional ethics and advanced study. For all, the best dimension is “professional identity and job involvement”. 2. Age, highest education, incumbent duty, school scale, school site, and school type have significant influences on teachers’ professional commitment. C. In the aspect of the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools 1. There was positive correlation existed between principals’ servant-leadership and teachers’ professional commitment in secondary schools. 2. Principals’ servant-leadership in secondary schools did promote teachers’ professional commitment. In the last part, according to the findings and results, the researcher proposed some suggestion for the educational officers and the principals of secondary schools, hoping to benefit the improvement and development of education of secondary schools in the future.

摘 要 本研究旨在瞭解當前臺北市國民中學校長學習領導、教師專業發展及學校效能之現況；分析不同背景變項下，臺北市國民中學校長學習領導、教師專業發展及學校效能之差異與相關情形；探究臺北市國民中學校長學習領導、教師專業發展對於學校效能之預測情形。 本研究採用問卷調查法，並以臺北市公私立國民中學（含完全中學）之教師為研究對象，抽取46所學校，共計回收有效樣本為477份。問卷回收後分別以描述統計、獨立樣本t考驗、單因子變異數分析、積差相關、逐步多元迴歸等統計方法進行分析。根據研究結果將結論分析歸納如下： 一、國民中學教師對於校長學習領導之現況具中高度知覺。 二、國民中學教師對於教師專業發展之現況具高度知覺。 三、國民中學教師對於學校效能之現況具中高度知覺。 四、不同性別、年齡、服務年資、最高學歷與學校規模的國中教師在知覺校長學習領導上有顯著差異。 五、不同年齡與服務年資的國中教師在知覺教師專業發展上有顯著差異。 六、不同性別、現任職務、學校規模與學校性質的國中教師在知覺學校效能上有顯著差異。 七、國中校長學習領導、教師專業發展及學校效能均呈現顯著正相關。 八、校長學習領導、教師專業發展對學校效能具有預測作用；其中以「關注學生學習」向度的預測力最佳。 根據以上結論，提出具體建議，作為教育行政機關、校長、國中教育人員與未來研究之參考。 關鍵字：校長學習領導、教師專業發展、學校效能 / Abstract This study aims to investigate the current circumstances of principals’ learning leadership of junior high schools in Taipei, teacher professional development, and school effectiveness. By analyzing several background variables, the study does research on the differences and relationship among principals’ learning leadership , teacher professional development, and school effectiveness. Besides, it intends to understand the influence of principals’ learning leadership and teacher professional development on the prediction about school effectiveness. The research adopts questionnaire survey. The subjects of the survey are teachers in 46 junior high schools in Taipei, and the study contains 477 effective samples. The data was analyzed through descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis. The findings based on the results of the research are as follows: 1. The perception of the junior high school teachers toward implementation of principals’ learning leadership is moderately high. 2. The perception of the junior high school teachers toward teacher professional development is high. 3. The perception of the junior high school teachers toward school effectiveness is moderately high. 4. There are significant differences in the perception of principals’ learning leadership in terms of different genders, ages, years of service, academic background ,and the scale of school. 5. There are significant differences in the perception of teacher professional development in terms of different ages, and years of service. 6. There are significant differences in the perception of school effectiveness in terms of different genders, duty, the scale of school, and public/private schools. 7. There is a significant positive correlation among the principals’ learning leadership, teacher professional development, and school effectiveness. 8. The junior high school principals’ learning leadership and teacher professional development have positive direct effect on school effectiveness, and “paying attention to students’ learning” manifests the best prediction. According to the research findings, a few specific suggestions are proposed for the reference of education administrative units, principals, teachers of junior high schools, and research staff engaging in future research. Keywords: principals’ learning leadership, teacher s’ professional development,school effectiveness

近年來，我國出生率逐年遞減，少子化的現象普遍存在，家長及社會對於幼兒的教育十分重視，幼教老師在教學實施上備受壓力；而網路與科技媒體的蓬勃發展，更促使幼教老師必須重新思考教學的方式。教師如要運用教學媒體教授幼兒知識，須具備一定的資訊素養，懂得從各種管道尋獲教學資源。 / 本研究針對台北市公立幼稚園教師進行研究，期瞭解幼兒教師的資訊尋求行為概況；探討教師如何利用圖書館和網路資源準備教學；分析教師如何運用資訊資源進行專業成長；並瞭解幼教老師利用Blog的經驗。透過問卷調查和深度訪談來瞭解幼教老師利用資訊資源於教學上之概況。 / 研究發現，台北市公立幼稚園教師仍以女性教師為主，大部分教育程度在大學以上，年齡則以41～50歲居多，教師教學經驗豐富，六成的教師已從事教學達15年以上。高達92.5％的教師會使用網際網路，教師具有中上的資訊素養能力，且學歷較高和新進教師的教師具有較高的資訊素養。教師使用多種管道找尋合適的資源與媒體以支援教學，並將其評估、處理成為教材。在找尋資源時會考量資訊的正確性與方便性。 / 關於利用圖書館資源準備教學方面：教師至圖書館的目的為找尋教學相關資源；使用校內圖書室和台北市立圖書館找尋教學資源；使用繪本和影音資料為主。在利用網路資源協助教學上：教師利用網路資源準備教學；應用網路多媒體協助教學實施；參與網路社群分享教學資源及經驗；藉由網路平台紀錄教學活動；與家長進行親師溝通。而利用資訊資源進行專業成長上教師透過閱讀獲取專業知識；利用網路資源自我學習，並進行個人知識管理。此外，教師亦會運用Blog搜尋教學資源、分享教學經驗、整理學生學習歷程檔案、建置幼稚園網頁、記錄教學與整理教師教學檔案及建置個人Blog。 / 最後建議：（1）教育主管機關應鼓勵教師參與線上讀書會與成長團體，精進個人之專業知識；辦理各式資訊素養研習以提昇教師的資訊素養能力；委託相關單位編製資源示意圖協助教師準備教學；建置幼教專業知識共享平台，便於教師找尋及取得資源、整理個人教學知識，持續進行個人專業成長。（2）幼稚園圖書室應與鄰近圖書館合作並共享資源；協助教師充分利用圖書館資源準備教學。（3）幼稚園教師應充分利用資訊資源支援教學活動、進行終身學習；積極參與網路社群，利用Blog等網路平台與家長共同指導幼兒。 關鍵字：幼稚園教師；資訊尋求行為；教師專業成長；部落格 / This research focused on the utilization of information resources of public kindergarten teachers in Taipei. The purpose is to reveal the information seeking behaviors of kindergarten teachers, such as how the teachers use the library and internet resources to prepare for teaching; how teachers use the information resources to upgrade teachers' professional development; and the use of Blog. The study applies the questionnaire and in-depth interview to find out how the kindergarten teachers use the information resources. / According to this study, most of public kindergarten teachers in Taipei are female, hold bachelor degree, and the majority of them are about forties to fifties. Teachers are well experienced. Ninety two point percent teachers are able to use internet, most teachers are well equipped with information literacy. / Finally, suggestion were made as follows: (1) The Department of Education, Taipei City Government should encourage teachers to participate the online reading club and growth group for enhancing professional development; conducting all kinds of information literacy courses, compiling the pathfinders and setting up professional portal for professional growth. (2) The kindergarten library should cooperate with the neighboring libraries to share resources, and play the important role in assisting teachers using information resources. (3) Kindergarten teachers should learn how to utilize the information resources widely for supporting the teaching and achieve the life-long learning; participating in internet communities to upgrade their professional knowledge and core competences; and use the Blog and other social software to instruct kids with their parents together. Keywords：Kindergarten Teachers；Information Seeking Behavior；Teachers' professional development；Blog

教師專業能力的發展及專業地位之建立，是教育品質提升的關鍵。教學輔導教師的設置，在透過教學優良教師的教學視導，以提昇教師同儕之專業成長；冀夥伴教師在教學輔導教師協助之下，解決教學上所遭遇的困難，發展純熟的教學技巧，提昇教學效果。面對社會的變遷，科技的發展，知識的更新，教學輔導教師追求專業成長、增進教學能量是不可避免的，因此，教學輔導教師須具備一定的資訊素養，方能創造支持性教學環境。 本研究透過半結構性深度訪談臺北市國小教學輔導教師，以瞭解教師資訊尋求行為；探討教師如何運用圖書館資源、網路資源及社會性軟體於教學準備；分析教師如何運用資訊資源進行專業成長，協助夥伴教師增進專業知能；並瞭解教師利用Web 2.0社會性軟體的經驗。 研究發現，教學輔導教師多為資深教師，大部分教育程度在大學階段之上，為具有專業知識及豐富的教學經驗者。教學輔導教師具有良好的資訊素養能力，能運用各種管道獲得教學資源，以支援教學；在找尋教學資源時主要考量資訊方便性及正確性；網際網路是教學輔導教師最常使用找尋教學資源的管道，此外，教師從日常生活中獲取的各式資訊，經評估處理後也多能轉化成教學資源。 在利用資訊資源準備教學方面：學校圖書館是教學輔導教師最常利用的一種類型，教師也會利用公共圖書館找尋教學資源，最常使用的資料類型是圖書與報章雜誌；再者，也會配合課程找尋相關的多媒體影音資料支援教學。藉由網路資源，可縮短製作教材的時間；而各式主題網站提供完整豐富的圖片、影片及實作展示等資料，是創造多元化學習情境之利器；以網路多媒體教材支援教學，課堂教學將更生動活潑；透過網路媒介，教學輔導教師間可以互相觀摩教學，分享經驗；教學上遇到問題時，可與相關專家連絡並取得幫助；以Web 2.0社會性軟體為教學輔助媒體，能提升教學效能，並增進學生學習成效。 最後建議：（一）教育主管機關應提昇教師資訊素養與資訊科技應用能力，鼓勵參與網路社群，建立知識共享平台；並以數位典藏資源發展支援課程教學的平台。（二）學校圖書館應尋求館際合作，以協助教學輔導教師利用圖書館資源準備教學及支援教學輔導教師制度。（三）教學輔導教師應積極參與網路社群、充分利用社會性軟體支援教學。 / The development of teachers’ professional expertise and the establishment of professional status are keys to enhance educational quality. As for the installation of mentor teacher, it is mainly to make use of the supervision and instruction by teachers of outstanding teaching to enhance the professional growth of peer teachers. It is hoped that teachers can, under the assistance of mentor teachers, resolve difficulty they encounter in teaching, and thus develop more matured teaching skills, and increase teaching effect. In view of social changes, technological development, and renewal of knowledge, it is inevitable that mentor teachers should pursue after professional growth and enhance their teaching skills. Hence, mentor teachers should be equipped with certain information cultivation before they can create supportive teaching environment. This study exploit semi-structural in-depth interview with mentor teachers from elementary schools of Taipei City so as to understand their information seeking behavior, investigate how teachers make use of library resources, network resources, and social software on their preparation for teaching. Besides, it also analyze how teachers should avail information resources to conduct professional growth, help their partner teachers to enhance professional competence, and illustrate the experiences how teachers use Web 2.0 social software. As learned from the research literature, mentor teachers are mostly senior teachers, and their educational background lies beyond the level of university, considered to be of teachers equipped with various professional knowledge and abundant teaching experiences. In fact, mentor teachers are ones who are endowed with favorable competence of information cultivation, and they are able to make use of diversified channels to access teaching resources to support teaching. With regard to the search for teaching resources, mentor teachers are able to determine the convenience and accuracy of information, while Internet is reckoned to be the most often used channel in search for teaching resources by mentor teachers. In addition, various kinds of information teachers obtained from their daily life can largely, after evaluation and processing, be transformed into teaching resources. For using information resources to prepare for teaching, school library is the type that is most often used by mentor teachers, whereas teachers will also avail public libraries to search for teaching resources, with books and newspaper and magazine reckoned to be the most often used type of information. Furthermore, teachers will, as well, search for related multimedia audio-visual information to support teaching in coping with curriculum. Through network resources, they can help to shorten time spent on production of teaching materials. As for various subject-based websites, they would provide comprehensive and rich pictures, movies, and demonstration of practice and other information, which are considered to be beneficial tools to create context for diversified learning. If multimedia teaching materials from network can be used to support teaching, class instruction can be made to be vivid and lively. Through media of network, mentor teachers can work to observe their teaching among themselves and share experiences, so that when they encounter problems in teaching they can contact experts and obtain help. As Web 2.0 social software is used as auxiliary media for teaching, it can help to enhance teaching efficiency and advance learning effect for students. Suggestions at the end: 1. competent authority of education should enhance information literacy of teachers as well as application capability of technology information, and encourage mentor teachers to take part in network community so as to establish knowledge sharing platform, and develope digital collection resource to support the teaching platform needed for curriculum; 2. school library should seek for inter-institution cooperation to assist mentor teachers to make use of library resources for teaching preparation and support the system of mentor teacher; 3. mentor teachers should effectively take part in network community, and sufficiently exploit social software to support teaching.

本研究的研究目的為：（一）瞭解越南小學師資培育課程綱要設置理念與內涵；（二）探討越南小學師資培育課程綱要的實務做法。因此採用資料分析研究法來分析越南小學師資培育課程內容，其研究結果指出越南小學師資培育課程綱要具有如下特徵： 一、課程帶有「政治思想與社會主義」的意味。 二、非常注重培養熟練教學內容知識及內容知識。 三、主張培養多元能力的小學教師。 四、缺乏完整教育方法學知識與教育基礎知識。 五、注重實習與研究活動，不過未有完整的實施配套。 六、專門教育課程安排待完整，缺乏選修科目空間。 依據研究結果，提出對小學師資培育課程、政府訂定師資培育政策與未來研究之建議。 / The purposes of this study are to (1) explore the contents and ideas of curriculum design in Vietnamese elementary teacher education (2) investigate the practice of the elementary teacher education curriculum in Vietnam. Using content analysis methodology, this study has obtained some results as follows: 1. The curriculum intends to contain political ideology and socialism. 2. Special attention is paid to pedagogical content knowledge and content knowledge. 3. The curriculum aims to foster the multiple competencies of elementary teachers. 4. The curriculum content is lack of the pedagogical methods and foundation theories of education knowledge. 5. The curriculum focuses on practical training and education study; however, it it does not contain complete supportive arrangements. 6. The professional courses in educational studies are still incomplete; the curriculum also lacks optional subjects. Based on the results, the study provides some suggestions for the design of the elementary teacher education curriculum, the government policy of teacher education, and future research.