摘要 本研究目的在了解幼兒體能教師參與教學研討團體對其有效教學表現的影響情形。採量化為主，質化為輔方式。本研究首先訪談13位幼兒體能專家教師，以瞭解幼兒體能教師的有效教學表現之內涵，以編製「幼兒體能教師有效教學表現量表」。本研究採分層隨機抽樣法選出樣本，以郵寄方式寄出問卷，總共回收440份有效問卷。結果發現，有43%的教師參與教學研討團體，而其在計畫與準備、教學互動、及教學氣氛等層面的有效教學表現明顯優於無參與者。參與教學研討團體有助於幼兒體能教師持續提升教學技巧與經驗，學習創新的器材與遊戲活動，並能持續教學反省，提升教學專業能力。未來可進一步探究在教學研討團體中，教師如何進行討論而有助於教師的專業成長。

Abstract The purpose of this study was to investigate the differences of effective teaching performances between participating in the teaching discussion group or not among preschool physical education teachers. Firstly, 13 experienced preschool physical education teachers were interviewed in order to understand the concepts of effective teaching performances. Based on the qualitative data, a questionnaire was developed and was sent by mail to preschool physical education teachers in Taiwan. Stratified random sampling was used for the targeted sample population. 440 completed surveys were received and analyzed. The results were as follows: Forty-three percent teachers participated in the teaching discussion group and they were significant better in ‘plan and preparation’, ‘teaching interaction’, and ‘teaching atmosphere’ of effective teaching performances than that of teachers who had not. The teaching skills and experience of teachers who once participated in the teaching discussion group could get progression contiguously, learn to innovative other equipment and games activities, and promote professional teaching ability by way of teaching reflection. In the future, we hope to explore how to discuss of the teaching discussion group to promote teachers professional growth.