隨著幼兒教保人員對於學歷要求的提高，在職進修的人數也逐漸增加，但是這些有豐富經驗的幼兒教保人員進入高等教育機構學習，往往會覺得挫折，其原因包括教學內容與實際現場工作的問題不能結合、所學的知識也不容易轉化成為實際行動的策略，更無法將幼兒教保人員進修後的成長帶動幼兒園所的變革與進步。行動學習關注的不僅僅是個人的省思與學習，更強調經由建立團隊的力量，能針對實際問題予以解決，進而促進組織的進步。因此，本研究主要目的便是以一組幼保系二技在職學生為研究對象，對行動學習在幼兒教保人員在職進修的運用提出探討。 The number of nursery school teachers who attend the recurrent education is gradually increasing because of the demand for the degree, but the experienced nursery school teachers are often frustrated about learning in higher education institute, the reasons include that the content of teaching is unable to apply on the practical issues in work field, besides, it is difficult to convert the learned knowledge to practical action strategy, and also unable to invoke the revolution and progress of nursery school by the learning result of nursery school teachers. Action learning is not just concern about the personnel reflective thinking and learning, but also focus on solving the practical problem by the power of established set, and finally improves the progress of organization. The main purpose of this paper is to discuss the application of action learning to recurrent education of teacher in nursery school.
