由於教師的行為(特別是教學)，往往受教師個人的思維或信念(thoughts or beliefs)所影響，故本文主張在師資養成的過程中，不僅要強調「如何教」，更要注 意「如何幫助學生學」。作者引用蓋聶(R. M. Gagné)的學習條件論及維吉爾(W. W. Wager)等人所倡的ADDIE 教學設計模式(即分析、設計、發展、實施與評量)，論 述如何依據學生學習的特性來設計教學，以促進學生的學習並達成所欲的結果 (desired learning outcomes)。 文中並佐以設計實例，以說明學習導向的教學設計所應注意的事項，並對如何 改善教學以增進學習效果，提出了具體的建議。

The teacher’s behavior, especially instruction, is usually influenced by personal thoughts or beliefs. In this sense, the study asserted that it will not only emphasize “how to teach”, but also pay attention to “how to help students learn“ during the process of teacher education. The researcher cited learning conditions and the instructional design model of ADDIE, which Gagné & Wager have advocated. Those are analysis, design, development, implementation and evaluation that instruction is designed based on students’ learning characteristics in order to enhance student’s learning and achieved the desired learning outcomes. This study pointed out some instructional items which should be noticed in terms of learning-oriented with designed examples and made some concrete suggestions for improving teaching and learning effect.