本研究旨在探討大四幼保系實習學生在集中實習中對托兒所的反省思考，以台北市公辦民營之彩虹托兒所(1匕名)為研究對象，透過研究者與十位實習學生的實際觀察、訪談及文件蒐集，進行質化研究，藉以了解其國所特色。本研究獲致的結論如下:(一)角落教學方面:引導孩子從遊戲中學習，老師扮演觀察者與輔導者，增加烹飪角，讓孩子品嚐親手栽種的蔬菜;娃娃家由孩子自己佈置。(二)課程設計方面:動靜均衡，難易適中，重視情境學習，結合課程主題，並善用社區資源，尊重並引導孩子有自己的想法。(三)飲食自理情形:國方提供餐具，照餐點表準備食物，孩子自由選擇食量，重視個別差異，收拾時老師會提示預備時間，以代稱提醒孩子。(四)衛生保健方面:每日用耳溫槍測量幼兒體溫、老師注重個人衛生，注意室內及戶外活動安全，重視洗手、消毒工作，託藥單設計，減少家長和老師的作業負擔，廁所置於兩班之間，兩班老師共同留意孩子的情形。(五)師生互動情形:師生平等對待、平視的交談，注意遣詞用句，並隨機應變處理偶發事件。(六)常規管理方式:採用師生共同訂立班規，第一時間解決孩子行為問題，問題出現時，老師引導孩子自己解決問題;孩子無法解決問題時，老師才介入引導，以溝通與減少遊戲時間方式處理孩子較嚴重的偏差行為，多鼓勵讚賞。(七)課室經營:親子共讀、玩具分享日、記錄孩子點滴的畢業紀念冊、當面與家長溝通取代聯絡簿功能、聖誕節奇奇餐、雙週五兒童戲劇演出、親子共遊的家長參觀日、愛心信箱。研究者根據以上之結論，進一步提出建議。

The purpose of this research was to investigate the features of a Kindergarten from the viewpoint of ten practice students and one researcher. The qualitative research was carried out via observation,
interview, document examination, recording and video taping. The results were as follows: (1) Cornered teaching was the main character of this kindergarten; children learn from playing. The teachers are observers and facilitators for learning. The corner design is creative in many ways, for example, it has a cooking corner where the children could assimilate cooking and eating vegetables planted by their own hands. (2) The curriculum design emphasizes situated learning. The outdoor teaching is always combined with a theme-based approach. (3) The kindergarten supplies every child with his/her own tableware, and prepares meals according to schedule. (4) The kindergarten pays special attention to
hygiene and health care; all the children’s temperatures are taken every morning. (5) The teacher and children set up classroom rules together, and the teacher always let the children learn to solve their own problems. (6) The teacher treated every child equally, and encouraged good behaviors. (7) In classroom management, children may bring their toys on Toy Day, and do role plays with the toys. Other suggestions were offered along with a discussion on instructional assistance and future studies.