本研究的主要目的，旨在針對國小國語、數學與自然與生活科技等三個學習領域 的新手教師與專家教師之學習者知識進行比較，以統整出新手教師與專家教師在學習 者知識方面的差異。為達本研究目的，研究方法採質化研究取向，蒐集資料的方式則 包括教室觀察與深度訪談。經過半年的探究，本研究獲得幾個主要的研究發現：一、 在「學生喜歡的學習方式」方面的差異：1.新手教師與專家教師均認為學生喜歡趣味化 與生活化的學習方式，但專家教 師更認為學生希望前述方式能充分與課程內容緊密結 合，而不是好玩而已；2.專家教師較新手教師更加認為學生喜歡在具象與實作中學習。 二、在「學生學習的特性」方面的差異：1.多數專家教師認為學生需要以舊經驗或舊概 念為基礎，方能有效學習新概念，同時也認為遺忘是學生的本能，因此需適時幫學生 複習舊經驗，但新手教師卻較無意識到此一學生特性；2.專家教師認為學生若能將相關 概念貫通與統整，認知負荷與學習負擔就會減輕，學習成就感亦會增加，但新手教師 在此方面之體認較為不足；三、在「學生的迷思概念或易錯之處」方面的差異：三位 專家教師對於學生在學習過程中可能產生的迷思概念或易錯之處皆有深入的認識，而 三位新手教師在此方面的認識均較為薄弱。

The purpose of this study is to compare the primary novice and expert mandarin, mathematics and science teachers’ knowledge of learners. Qualitative research methods were used for this study. Data were collected by classroom observation, in-depth interviews. After half of years, this study discovered some prime findings: First, in the differences of "knowledge of students’ learning": (1) Both novice and expert teachers agreed students liked interesting learning and learning through living. However, expert teachers thought students hoped the above learning can be involved with their course contents and not just for fun. (2) Comparing to novice teachers, expert teachers believed students liked learning with real objects and hand-on practice. Second, in the differences of "knowledge of students’ learning characteristics": (1) Most of the expert teachers considered students needed to maintain former experiences or concepts as the basis of their learning so that they could learn new knowledge efficiently. Expert teachers also concerned that to students, it is natural to forget what they just learned; therefore, teachers needed to help them recall previous knowledge. However, novice teachers did not notice this feature. (2) Expert teachers thought if students could understand and integrate related concepts, cognitive and learning burden could be decreased. In that case, sense of learning achievement could also be increased. On the contrary, novice teachers were not aware of it. Third, in the differences of "knowledge of students’ misconception", expert teachers had deeper understanding of "knowledge of students’ misconception" than novice teachers.