發展於1960年代初期的微縮教學，雖然迅速在英美等師資培育課程中蔓延開來，但由於當時的方案大多沾滿濃厚的機械論與行為主義色彩，其在師資培育課程中的地位與教育研究的數量，也隨著行為主義所受到的批評而戲劇性地衰退。然而，許多研究者都認為，只要我們加以再構思與再概念化，微縮教學仍然可以成為二十一世紀充滿生機活力且「大有可為的」師資培育方案。本研究的目的，旨在再構思一適切的微縮教學方案，並藉由研究者擔任師院「微縮教學：理論與實務」課程的機會，檢視其實施的初步成效。研究方法除文獻探討之外，還包括問卷調查與學生心得寫作之文本分析。研究結果顯示，參與本課程的師院生認為，本研究提擬的微縮教學方案不僅有助於師資培育過程中教學理論與實務的結合，亦有助於增進他們的教學知識、技能與反省創新能力。

　　　　　The purpose of this study is to design a microteaching project and to deal with the effects it brings. Two phases are planed in the study. In the first phase, the researcher reviews and analyzes the relevant literature on microteaching, and then proposes a new microteaching project, which has a much broader focus on the acquisition of instructional knowledge, teaching skills, and reflective ability. In the second phase, the project is implemented in a teacher education course—“ Microteaching: Theory and Practice”. At the end of the course, the students evaluate the microteaching experiences by filling out a questionnaire and writing a reflective paper. The results of this study indicate that incorporating a redesigned microteaching into a teacher education program is very beneficial from the student teachers' perspectives.