本研究旨在瞭解有焦點的教學省思札記與幼兒老師專業成長的關係。研究藉由觀察三位教保現場的幼兒老師在選定的專業指標上的表現，以及非正式訪談與蒐集專業指標的省思札記等文件的方式，瞭解老師專業成長的情形。研究發現，有焦點的教學省思札記可以聚焦老師專業成長的方向；同時，撰寫出有深度的省思札記的老師，專業指標穩定地維持較佳表現；最後，省思札記要能洞察不足，教學才有可能提昇。依據研究結果，提出省思實務的建議。

This research investigated the relation between reflective journal writing with focus and teachers’ professional growth. The researcher observed three preschool teachers’ performances on selected professional criteria, set up informal interviews, and collected reflective journals to explore contents of the teachers’ professional growth. The results showed that focused reflective journal writing could channel the direction of teachers’ professional growth. At the same time, teachers who were able to write journal in depth showed better performance on selected professional criteria. Finally, the reflective journals should present teachers’ inadequacy then the professional teaching could be improved. The results provide the practical suggestions for teachers to write the reflective journals.