本研究旨在探討幼兒園師資職前教育課程的問題與因應策略，本文採質性研究法探究幼兒園師資職前教育課程的問題並提出相關因應策略。

研究結果發現：教育基礎課程宜再規劃與檢討、職前教育課程未能符應社會結構轉變的需求、幼兒園教保活動大綱的理念架構待加強、幼教師情意課程修習時數不足、服務學習課程的成效與檢討、職前教育課程規劃與教育現場實踐的差異等問題。其因應策略如下：教育基礎課程紮根與師德培養、幼兒教保專業知能領域課程規劃應符應社會結構的改變（如少子化、多元族群）、將多元文化納入必修課程、教材教法與幼兒園教保活動大綱的理念架構相結合、加強教師情意課程的陶冶、落實服務學習與遴選教育實習機構建立適切的教育實習制度等。

This study was designed to investigate: the problems of kindergarten pre-service teacher education programs; coping strategies for kindergarten pre-service teacher education programs; the analysis of existing course materials for preschool pre-service teacher education programs; and the interview methods to investigate the issue of preschool teacher’s pre-service education programs and propose coping strategies.

The results from the aforementioned studies found that: preschool education basic programs for teachers are unable to effectively establish an excellent “Teacher Culture”; preschool pre-service education programs cannot meet the structural changes and needs of society; the architecture of preschool within the Educare Activity Outline needs to be strengthened; early childhood teacher’s effective curriculum is not sufficient; the effectiveness of service learning courses should include an in-depth review and revision to be effective; and the fundamental differences of kindergarten pre-service education curriculum planning and educational site practice needs improvement.

The preschool teacher’s pre-service education proposed coping strategies should include: basic education curriculum to effectively establish an excellent “Teacher Culture”; the preschool educare professional of curriculum planning must adapt required courses to the changes in social structure (such as low birth rate, multi-ethnic, and multiculturalism); and the teaching materials and methods combined with the kindergarten Educare Activity Outline of concept architecture must be revised and improved, as well as for the teacher’s curriculum to be effective to implement service-learning and the selection of educational institutions to include the establishing of a compatible and appropriate education internship system for preschool pre-service teacher education programs.