本研究透過問卷調查法，探討教育部卓越師資培育獎學金計畫實施方案與實施成效之 情形。以師資培育大學103 學年度卓越師資培育獎學金學生為研究對象，共發出146 份問 卷，回收133 份，有效問卷為112 份，問卷可用率76.7%。研究工具為自編「卓越師資培 育獎學金實施方案與實施成效」調查問卷，以平均數、標準差、t 考驗、單因子變異數分 析、皮爾森積差相關及逐步多元迴歸等統計方法，進行資料分析。依據統計分析結果，得 到以下結論：

一、卓越師資培育獎學金計畫實施方案與實施成效現況為中上以上程度。
二、 卓越師資培育獎學金學生了解卓越師資培育獎學金計畫實施方案因年級、參與時間、 教職志願、學程類科、教育相關工作經驗與家庭年收入不同而有差異。
三、 卓越師資培育獎學金學生知覺卓越師資培育獎學金計畫實施成效因年級、教職志願之 不同而有差異。
四、卓越師資培育獎學金計畫實施方案與實施成效有顯著正向相關。
五、 卓越師資培育獎學金計畫實施方案「培育作為」與「學校組織與資源」對實施成效具 有預測力。

This study aims to explore the implementation scheme and the implementation effect of the scholarship program of excellent teacher education. The case study method is adopted, mainly on questionnaire survey. The participants of this study were the awarded students of the scholarship program of excellent teacher education in the case university in the 2nd semester of Academic Year 2014. Totally 146 questionnaires were sent out, and collected 133 questionnaires, of which 112 valid questionnaires were returned, with the return rate of 76.7%. The research tool is the questionnaire of “the implementation scheme and the implementation effect of the scholarship program of excellent teacher education”. The data are analyzed with the statistical methods, including mean, standard deviation, t-test, one-way analysis of variance, Pearson product-moment correlation, and multiple stepwise regression. According to the results, this study ultimately drew up significant conclusions:

1. The situation of the implementation scheme and the implementation effect of the scholarship program of excellent teacher education in the case university is above average and good.
2. The understanding of the implementation scheme of the scholarship program of excellent teacher education of the awarded students of the scholarship program of excellent teacher education in the case university differs for grades, participation periods, the willingness of being a teacher, the category of educational courses, education-related work experience, and household income; however, there is no difference in gender, college, non-educational work experience, basic teaching test, qualified items, education levels of parents, and parents’ occupations.
3. The perception of the awarded students of the scholarship program of excellent teacher education in the case university on the implementation effect of the scholarship program of excellent teacher education differs for grades and the willingness of being a teacher; however, there is no difference in gender, college, the category of educational courses, participation periods, non-educational work experience, education-related work experience, basic teaching test, qualified items, education levels of parents, parents’ occupations, and household income.
4. The implementation scheme and the implementation effect of the scholarship program of excellent teacher education are positively correlated.
5. The “school organization and resources” and “practiced teacher education” of the implementation scheme of the scholarship program of excellent teacher education has predictive of the implementation effect.