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Abstract[[abstract]]本研究旨在透過我國與日本幼兒教育師資培育制度相關文獻之比較，探究我國與日本幼兒教育師資培育制度之發展沿革、相關法規、師資培育機構、師資培育課程、教師檢定制度與教師在職進修之內涵，以呈現兩國制度之異同，最後綜合研究結論，提出我國未來幼兒教育師資培育制度改革之建議。 研究方法採文獻分析法與G.Z.F. Bereday的比較研究法。根據研究結果提出以下建議：一、加強幼兒教育學系之專業角色。二、將幼兒教育師資培育機構提升至碩士層級。三、建置幼兒教育師資培育普通課程的中心理念。四、增加幼兒教育專業課程的深度與廣度。五、加強幼兒教育專業課程中的教學實習課程。六、採行先參加教師資格檢定，後實習輔導的方式。七、將半年教育實習改制為新任教師的輔導制度。八、教師檢定考試應依對象不同建置免除考科設計，並增加實際演練或實務考試。九、導入法定地位的進修體系，提供符合教師個別需求的研習內容。十、設置具教育實踐內涵的碩士課程。十一、提供多元化、數位化的進修方式。十二、應施行幼稚園教師換證制度。
[[abstract]]This thesis aims to comparing the teacher training system in early childhood education between Japan and Taiwan. By stressing on the significances on the development of history, relevant laws and regulations, teacher education institutions, teacher education curriculum, teacher qualification assessment and in-service teacher training as well, this study is able to present the similarities and differences between the two systems. Most of all, try to discuss the cause and effect after these situations. By adopting the document analysis method and the comparative method presented by G.Z.F. Bereday, this study tries to integrate related theories, statements and literatures which are discussed above. And as a conclusion of this research, it will implement twelve suggestions in the last chapter, which are: (1) Strengthening the professional role of the early childhood education department. (2) Upgrading the early childhood education teacher training institutions to Master level. (3) Building the central idea of the general curriculum in teacher training of the early childhood education. (4) Increasing the depth and breadth of the early childhood education professional curriculum. (5) Strengthening the teaching practice curriculum of the early childhood education professional curriculum. (6) Implementing education practice after teacher qualification assessment. (7) Replacing six months teaching practice curriculum to the guidance system for novice Teacher. (8) Excluding some examination section of the teacher qualification assessment depending on different objects, and increasing the actual exercise or practical examination. (9) Building the legal status of in-service teacher training system, and providing the courses depend on individual needs. (10) Setting the educational practice courses to the Master education. (11) Providing a wide range of e-learning approaches for in-service teacher training system. (12) Establishing the renewal certification system of kindergarten teachers.