本研究旨在運用師徒制與同儕互評制於幼兒教育系必修科目上，探討師資生在教案品質以及對教案評量能力上的改變。參與研究對象為幼兒教育系二年級40位學生，並邀請八位國小附設幼兒園資深教師擔任師傅教師，課程為期一整個學期。在學期間各組學生及師傅教師需針對學生前後三次的教案與最後一次的試教，填寫量化評分表和質性建議表。研究結果顯示各組學生與師傅教師在量化的給分上有類似的趨勢，每次的分數在遞增，可見學生在教案設計上的能力是有提升的。而在質性建議中學生雖然給予的建議總數有遞增的趨勢，但認知類建議遠高於後設認知類建議。文末，根據研究結果進行討論，並給予未來研究與教學實務之建議。

This study implemented a cognitive apprenticeship and a peer assessment learning modules in a required course. The participants were 40 sophomores with the major of early childhood education and 8 public kindergarten teachers. Forty students were divided by 8 groups and paired with 8 kindergarten teachers as mentors in the whole semester. Each group was asked to design activity for kindergarten children, and then experience three rounds of peer and mentor assessment. The effects of cognitive apprenticeship and peer assessment modules were examined through quantitative and qualitative feedbacks. The results showed that through these modules, the students could enhance the activity design ability. Even though the number of peer qualitative comments was increased, cognitive comments were extremely more than metacognitive comments. Finally, the study based on the results to provide some advices for future researchers and educators.