本研究旨在記錄蘋果附幼參與教育部105學年度幼兒園專業輔導計畫，所進行主題課程規劃與學習環境改造之歷程。研究目的包括:1、紀錄輔導計畫過程中，營造學習區不同階段之變化；2、呈現輔導計畫過程中，師生共構之主題課程發展與教學歷程；3、瞭解參與輔導計畫過程，團隊教師遭遇的困境及因應策略。研究採質性個案研究方法，透過輔導會議記錄、教學日誌、觀察記錄、非正式訪談、文件檔案、及班級網頁等多重資料蒐集，進行驗證與歸納。研究發現如下：一、透過輔導計畫階段性任務，團隊教師從理論中省思、實作中檢討、實例中找尋方向提升專業。改善教室學習區空間位置，提供多樣化學習資源，教學空間轉變為有意義的學習情境。證實完善的學習環境，有助於發展幼兒獨立自主性。二、師生共構園所本位課程「小腳遊草湖」，結合社區在地文化特色與資源，能引發幼兒進行自發性的研究與調查，展現敏銳觀察力及實作的行動力；社區亦能提供教學參觀，體驗實作的場域，擴展幼兒不同的視野。三、歷經一年的專業輔導，課程設計轉以「幼兒為中心」的師生共構課程，團隊教師改以協同教學的合作模式因應挑戰以達成教學任務。最後根據研究結論提出建議，以供教保服務人員、幼兒園及未來後續研究之參酌。

The purpose of this study was to record the process of learning environment reform and Thematic Curriculum planning during Apple preschool of the Elementary School participated in the program of Preschool Guidance Program in 105th School Year, and research the difficulties the teachers’ team faced on and the adaptive strategies while the process of coaching. The researcher used case study method, the data gathering was got through multiple ways, such as the coaching meetings minutes, teaching log, observation records, informal interviews, documents, and the class web page, and verified by triangulation research and summed up. The results of this study are: (1) Through the periodic mission of Preschool Guidance Program, the group teachers reflected from the theory, review from actual operation, looking for the direction to enhance their professional from the instance. Improving the spatial location of learning corners, and providing multiple learning resources to children, the teaching spaces turn to meaningful learning situations. It also proves that the perfect learning environment can help children develop their independence. (2) This school year, the teachers and children co-structure a thematic curriculum “ little foot travel through Tsau-Hu”. It is the school-based curriculum of this school. this curriculum combined with the local community cultural characteristics and resources, so it can arouse children's spontaneous research and investigate, and alsp showup their keen outsight and hands-on action. The community also can provide teaching visit and the space of hands-on, it extend children's different horizon. (3) After a year of professional coaching, the curriculum design turn to the integration teaching of "children-centered". And furthermore, the group teachers also changed their teaching to team cooperation teaching mode. The last, putting forward suggestions according to the conclusion of this research study for teaching staff, the kindergarten and the future upcoming study.