本硏究以幼兒教師（幼師）主動需求戲劇教學資源爲起點，具備戲劇專業 的硏究者企圖探究當戲劇專業教學資源進入幼兒園，幼師如何與外來的戲劇教 師合作組成「戲劇教學小組」，硏討戲劇融入幼兒教育的可能性，同時探析小組 共構課程的歷程與脈絡。硏究問題包含：戲劇教師與幼師合作共構課程的歷程 爲何？幼師在進行戲劇教學中所遇到的困難及問題爲何？戲劇教師如何協助幼 兒教師進行戲劇教學？硏究發現：幼師原本認爲戲劇教學乃教師引導幼兒扮 演，以利最終演出之目標，經戲劇教師提示當代戲劇教學多元面貌，得促發幼 師思考不同的可能性及教師在其中扮演的角色；幼師樂於學習、實踐上述戲劇 教學策略，卻因相關經驗有限，難以隨即應用；幼師借助戲劇教師建構層次性 的戲劇教學歷程，能夠獲得戲劇教學與幼兒課程結合之成功經驗，兼及戲劇元 素的經驗體悟，和幼兒課程之延伸。硏究結論：現場幼師對戲劇的認知有限， 有待多元的戲劇教學資源進入，開展教學視野與美感經驗。戲劇教師及幼兒教 師需具備溝通協調之基礎，以利幼師在戲劇教學上得到適切的協助。文末並針 對硏究結論提出建議，以供教師及相關單位尋求戲劇教學資源之參考。

The starting point of this research was two preschool teachers seeking external assistance on drama teaching. The researchers, as drama experts, are interested in how preschool teachers and drama experts could team up to try out drama teaching in preschool. The focus of the query covers the process of cooperation between drama experts and preschool teachers, the emerging difficulties and issues the preschool encountered during the process, and the solutions suggested by the drama experts. The research found that the preschool teachers had considered drama teaching as teaching children how to perform on stage, but once learning about the contemporary praxis of drama education, they were open to alternatives. Yet, with limited skill and experience in drama teaching, the preschool teachers were unable to immediately apply drama teaching; therefore, they called for drama experts’ assistance in structuring progressive drama lessons, attending to both dramatic elements and children’s development. In conclusion, for preschool teachers to apply drama in teaching, it is important to introduce them to related resources. If the resources come from external drama experts, successful communication based on mutual understanding is essential.