本研究屬質性研究，研究目的為探討輔導個案教師邁向開放教育的歷程。研究中係採用多元的研究工具，包括：研究對象省思日誌、輔導札記、深度訪談錄音、訪談記錄、家庭聯絡簿。研究資料蒐集時間從2007年3月開始到2008年6月為止。在實施開放教育的研究歷程中，個案以設置學習區作為教室學習環境的開放、以嘗試自編教材走向主題課程的方式進行教學內容的開放。最終，個案決定於新的學年在教室學習環境方面，持續實施學習區的開放理念，乃因教師本身的強烈動機與信念，加上主管的正向支持，以及輔導學者的專業建議；在教學內容方面，個案選擇回復市售現成教材，乃因在主題課程延伸時缺乏家長與所長的認同，雖有輔導學者的支持，卻沒有同事能與之討論課程，於是放棄自編教材。綜上所述，研究者將對幼兒園教師及輔導學者提出具體的建議。

The main purpose of this study was to probe into the advances to the open education of a kindergarten teacher. The research method included the diary of the object of study, counseling notes, in-depth interview recordings, interview form and communication book. Data collecting time
was from Mach 2007 to June 2008. The results showed that the object set up learning centers in versatility of learning environment and used self-arranged teaching material for the alternative ways of teaching content. At last, the object decided to keep learning centers in the classroom cause in teacher’s intense motive and faith, manager’s positive support, and consultant’s specialized suggestion. On the other hand, the lacking of parents’ and director’s support on curriculum extension and no colleague could discuss curriculum together. The object decided to adopt
marketing books instead of using self-arranged teaching materials. According to the results, the researcher proposes suggestions in two aspects: kindergarten teachers and consultant.