專業發展學校(Professional Development Schools, PDSs)正逐漸成爲美國加強教師專業與教師職前教育的主要模式。PDSs模式的興起代表師資培育課程的趨勢朝多元化垂直與橫向整合發展。本研究旨在研發PDSs個別化模組創新教學模式（PDSs Modularized Instruction Learning Model，簡稱PDSsMILM），並驗證PDSsMILM的有效性，依據研究結果與發現提出具體的建議，以供師資培育機構教學之參考。本研究選擇一所科技大學幼兒保育系進行研究，建構三階段的研究設計。第一階段爲發展PDSsMILM。第二階段爲實施：以修讀「幼兒活動設計」同學爲研究對象，進行教學實驗；第三階段爲評鑑：本階段採質性研究方法蒐集資料，驗證PDSsMILM有效性。獲具結論如下：一、經教學實驗，驗證此教學模式確具有效性；二、經實驗教學結果顯示此教學模式能增進學生的學習效果；三、此教學模式在人際溝通方面、自我突破、組員間互助合作、團結與付出、人際間協調等能夠對學習者產生正面的學習影響。

Professional Development Schools (PDSs) can potentially affect the quality of teaching and learning of students and teachers. The aim of this research was developing the PDSs Modularized Instruction Learning Model (PDSsMILM) which combines the teaching characteristic of PDSs and Modularized Instruction Learning Model (MILM). This research chosed the Early Childhood Care and Education Department of a Technology University to conduct a study, using "Children's Activity Design and Internship" as the research scope. The research can draw the following conclusions: 1. The teaching experiment verified that the PDSsMILM indeed has feasibility; 2. The experimental teaching results show that the PDSsMILM certainly can enhance students' learning effects; 3. PDSsMILM provides positive effects on learners, improving their interpersonal communication, cooperative competency and coordination.