近年來兩岸均推動教師相關制度之改革，藉以提升教師素質，且加上兩岸教師交流頻繁，實有必要進行彼此之比較研究。經由探討兩岸之相關法規及文獻發現，兩岸之師資培育課程與教師資格制度有其差異存在，臺灣之健體領域師資職前課程分國民小學及中等教育學程，大陸除了體育教育科系畢業生外，只要有意成為教師者，即可參加中小學體育教師檢定，且以往只要是體育教育科系畢業生即具有教師證書，但於2015年開始則須參加教師檢定考試；在教師專業發展方面，大陸則較早臺灣實施教師分級制度。此外，從臺灣近年來推動之翻轉教室，以及大陸教師分級制度鼓勵教師進行教學反思，發現兩岸之教師專業發展，均開始著重以教學為主體。而為能提升臺灣國小健體領域專長教師授課之比例，建議可比照加註專長之方式，以改善小學健體領域之師資培育制度。

The purpose of this study was to explore the different of school Health and Physical Education Teacher education system and teachers' qualifications policy between both Strait. In this study, we adopt content analysis to compare with the regulations and literature of both Strait. After discuss, we find that: 1.Taiwan's Health and Physical Education Teacher education course is divided into the primary and secondary Education programs. But in the Mainland China, in addition to the students who were graduated from physical education department, as long as those who want to become teachers, who can participate the qualify test of primary and secondary school teachers. 2. In terms of teacher professional development, the Mainland China carry out teachers' classification system earlier then Taiwan. In addition, From Taiwan in recent years to promote the flipping classroom concept, as well as Mainland China teacher-grading-system encourages teachers to do teaching reflection, we found on both Strait have begun to focus on education and teaching as the main body. And to improve the percentage of primary Health and Physical Education teachers in Taiwan. We suggest that can adopt the way of filling the expertise on teacher education program to improve the system of teacher education.