臺灣師範學校以培養健全小學師資為宗旨。光復初期 (1945-1949) 臺灣的政治、 經濟、社會、民生呈現不穩現象，而小學教育不振、校園倫理失調、教師社經地位低落、教 育經費被挪用等教育生態，益加突顯健全的師資培育是推動教育發展和教育革新的最大資產 ，當時師範學校的教育任務包括： 一、建立師範學校體系：（一）調降師範學校學制。（二）遴聘師範學校行政主管。（三） 擴增師範學校。（四）擬定師範學校大綱。（五）劃分學年學期辦法。 二、提昇師範學校教師素質：（一）訂定教師甄選辦法。（二）規定教師任用資格。 （三 ）頒發聘請教師標準。（四）調高師範學校教師待遇。（五）向大陸徵聘教師。 三、嚴格要求師範生素質：（一）入學到畢業嚴格訓練。（二）重新安插與分發舊制學生。 四、調整師範生公費待遇：配合物價調整師範生的公費。 五、協助解決小學師資荒：透過甄選、徵選、考選、訓練、講習、開設特殊班等策略，以因 應小學師資荒。深究當時師範學校教育任務的意義如下：師資培育是化解族群、語言衝突的 關鍵；師範生文化認同展現權威式的共識；師範學校風格建構出色的社會精英。

　　　　　The aim of Taiwan normal schools was to cultivate wholesome elementary teachers. After the restoration, Taiwan was in an uncertain condition, especially in the politics, economic, society, and the peoples' livelihood. There were facts to raise the wholesome teacher cultivation would be the greatest assets for educational development and social innovation. For example, low entrance rate of elementary school, the imbalance of school ethics, the low social-economic status of teachers and the misappropriation of educational funds. The educational mission of Taiwan normal schools after Restoration included: 1. To establish the system of normal schools: 1) to lower the school system of normal schools; 2) to select the chief administrators of normal schools; 3) to expend and to add normal schools; 4) to establish the organizing outline of normal schools; 5) to set up rules for school year and semesters. 2. To enhance the quality of normal school teachers: 1) to establish rules for selecting the teachers; 2) to regulate teachers' appointing qualification ; 3) to issue the standard for hiring teachers; 4) to raise salary for normal school teachers; 5) to hire teachers from Mainland China. 3. To request the quality of normal school students strictly: 1) to train the students strictly from entering the school till graduation. 2) to distribute and provide placement for the students strictly. 4. To adjust treatment for normal students at government expense. 5. To assist solving the shortage of elementary teachers from selection, exam, training, lectures and study as well as opening special teacher training. Based on the study, the findings showed that: teacher cultivation was the key-point to solved the conflicts of ethnic and language during 1945-1949, the identification of culture from normal schools' students showed authoritative consensus, the style of normal schools cultivated social-elite.