本研究旨在探究一位新手教師課程中的知覺與決定，期望透過質性研究瞭解幼兒園新手教師的教學實務經驗，以及其運作課程之決定。
本研究資料蒐集自一位台北市公立幼兒園新手老師其一學期課程的觀察，再以訪談瞭解其對於方案課程的知覺課程與運作課程。
透過分析與歸納，本研究整理出此位新手老師對於方案課程的知覺課程與園方正式課程息息相關，且依循著園方對於方案課程模式的時間軸進行，包括：理解園方方案課程的正式課程、預備方案教學活動（事先計畫方案對應之課程領域、依據方案對應之課程領域規劃期初活動、規劃方案主題網）。其次，她的運作課程是幼兒與老師共同參與形成的，課程內容是由課程執行現場中出現的數個問題解決歷程組成，在觀察期間進行的「樂高方案」，共有八個問題解決情境，有的問題是由教師發現，有的是由幼兒提出；每一個問題解決歷程都牽涉到一至數個課程決定，大部分由教師直接決定，但有些時候教師交由幼兒討論後決定。最後，新手老師依據教室現場操作衍生的實際問題而運作的課程，與原先規劃的知覺課程在方向上大致相同，但在執行細節上有很大的不同。
本研究依據研究發現進行討論並提供幼兒園及新手教師有關運作課程及課程決定之建議。

The aim of study is to explore the curriculum decisions of the kindergarten novice teacher. Expecting to understand the teaching practices experience of kindergarten novice teachers and their own curriculum decisions in operational crrriculum.
According to the purposes, I used methods such as observation, interview and documents analysis from a novice teacher of public kindergarten to carry out her perceived curriculum and operational curriculum.
After analysis, I sorted out that novice teacher’s perceived curriculum of project curriculum is closely related to formal curriculum of kindergarten, and follow the timeline of the kindergarten’s project curriculum method. Includinding: realizing the formal curriculum of project curriculum; preparing activities of project curriculum ( plan the curriculum areas corresponding to the project in advance; plan the beginning activities according to the curriculum areas of the project; plan the themanet of the project). Secondly, the operational curriculum of novice teacher is operated by the children and teacher, and they participate in it together. Course cotent is composed of several questions in operational curriculum, there are eight questions sloved in the “Lego prject” during the observertion, some of questions developed by teacher; some of questions discovered by children. Each question sloving progress is related one or more curriculum decisions, most of the decision is decided by teacher, sometime is following the children’s discussion. Finally, the novice teacher’s operational curriculum accorging to actual problem in activities is almost the same with the perceived curruculun planned, however it is quite different in implementation details.
At the end of research, I did some discussion according to the results, and provided suggestions to novice teachers in kindergarten.

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英文部分
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