本研究是針對兩位初任幼兒教師第一年的教學與班級經營進行的描述性研究。在 這學習教學的過中，發現初任幼師的班級經營受許多因素影響：例如個人、家長、同事人際 、課程安排、學校支援、幼兒結構與特性、問題行為的嚴重性、及處理方式、理論實務的覺 知與轉換能力，及本身社會化發展的特性等。面對這些影響因素，初任幼師均有所覺知、統 整運用、並積極建構相關知能去處理教室中的問題。這一年中，兩位幼師經歷類似的班級經 營的挫折和困難，藉著對實務經驗的反省和修正，產生不同的體會和發展。本研究同時也發 現初任幼師驗證理論的過程與心得、她們需要同儕的互助支持，其經驗並非皆是失敗，也有 令人鼓舞和價值所在。結論建議初任幼師應積極尋找助力、堅持完成第一年的教學；另亦建 議幼兒教育的師資培育、實習、及班級經營課程宜有所加強修正，以支持初任幼師之需要。

　　　　　This is a descriptive study about two novice kindergarten teachers' first year teaching and performance in classroom management. Various elements that would affect their classroom management performance were found in this study. The novice teachers need to be awared of these elements, intergrate and ocnstruct related knowledge to handle the problems in the classrooms. In the first year, these two novice teachers faced the semiliar difficulties; howerer, through reflective thinking and responsive adjustment, different actions and development were produced. In the process of learning to teach, the novices had verified theories through practice, they very need support system, and their first year experiences were encouraging and valuable. The study suggested that the novice to find necessary assistance and insist finishing the first year teaching. In addition, preservice teacher training, internship program, and classroom management and related courses should be enhanced to support the kindergarten novice teachers' need.