型塑完整之師資職前教育情境以迎接課程基準之啟動

Framing full pre-service teacher education context to promote the new curriculum benchmark

在《中華民國教師專業素養指引－師資職前教育階段暨師資職前教育課程基準》（簡稱《師資職前專業素養指引暨課程基準》）施行之際，基於協助大學專業自主規劃出適切且有特色的師資職前培育課程（簡稱師培課程）之動機，本研究運用理論研究法，經深入探究《師資職前專業素養指引暨課程基準》的要義後，針對可供落實該要義以展現特色的師培課程規劃和實施策略，廣泛蒐集國內外的相關研究，加以逐篇探索並整合為發現，據以提出在掌握該要義的認知基礎上，可藉由數量和品質並重之實踐活動、內容和教法創新之實踐課程、及以身教示範和結合資源之整體情境等短、中、長期規畫和實施師培課程的結論，藉供大學參酌運用；最後，就規劃和實施課程所需的相關配套措施，對相關單位和後續研究提出建議。

On the occasion of the implementation of ＂Pre-service professional competence guidance and curriculum benchmark for teachers＂ (the Benchmark), in order to provide suggestions helping universities to plan the adequate pre-service teacher education curriculum (PTEC) based on the Benchmark professionally, this study adopts theoretical research method to examine the Benchmark and the related research of PTEC domestic and foreign. According to the proceeds, this study proposes conclusions about the essence of the Benchmark and planning strategies for practice actives with both quantity and quality, practical courses through content and teaching innovation and framing full context by modelling words' models and combining resources to implement the Benchmark. At last, advising on the relevant supporting measures needed to successfully plan and implement the PTEC.