本研究試圖解決因受到疫情影響，學生無法進入實務現場進行幼兒行為觀察實作練習，以及實作成果如何進行評量的問題。研究者擬訂一系列策略，包括提供具自我修正功能的課前預習影片、調整課程內容與時間分配，以及採用直播視訊和影片替代現場觀察等。實作表現評量的部分，則參照評分規準（rubrics）執行。研究問題有：（1）實作方式的調整，對學生的實作成效和感受的影響？（2）評分規準的應用能否提升學生「幼兒觀察與記錄」的實作成果？能否促進學生對於優缺點與得分的了解？（3）同儕運用評分規準互評，對提升實作表現的效果為何？學生的感受為何？（4）教師在教學過程中，教學省思與專業成長的情形如何？本研究主要採行動研究法，研究參與者為修習「幼兒觀察」課程兩班的95位學生，蒐集的資料包括兩個班級學生在四次實作練習中的表現分數、學生回饋問卷、教學評量問卷、數位學習平臺數據、課室觀察與省思札記等。研究結果發現：（1）具結構性的影片教材較直播視訊適合新手學習者；（2）評分規準的使用有助於提升實作表現；（3）同儕評分可提供作品精進的參考意見；（4）使用教學媒材影像與親至實務現場實作各具優點。最後，本研究對於教師選用媒材與使用評分規準提升學生實作成果的方式，提供了實務上的建議。

This study investigated problems associated with university students not being able to visit practicum sites, conduct practical exercises to observe children’s behavior, or evaluate the results from these observations during the COVID-19 pandemic. This study addressed the following research questions: (1) What is the impact of adjusting implementation methods on students’ practical outcomes and learning experiences? (2) Can using rubrics improve students’ performance in observing young children, and help students understand their strengths, weaknesses, and scores on their performance exercises? (3) How does peer assessment using rubrics affect students’ practical performance and experiences? (4) What is the process through which teachers reflect on their teaching and grow professionally as they teach? This study was conducted using an action research design, and it involved 95 students recruited from 2 classes of an “Observation of Young Children” course at a university of technology. Collected data included performance scores for four practical exercises, student feedback questionnaire results, teaching evaluation questionnaire results, digital learning platform data, classroom observations, and reflective notes. The results revealed that: (1) Structured video teaching materials were more useful than live videos for novice learners; (2) The use of rubrics improved performance for the practical activities; (3) Students can receive reference opinions thorough peer assessment to improve their performance; and (4) Using instructional media, in the form of images, and engaging in hands-on practice at real-world sites offer distinct benefits for students. Furthermore, the study provides practical recommendations for teachers regarding selecting instructional media and using rubrics to enhance students’ practical performance outcomes.