本文主要採用文獻分析法，彙整與國民中、小學本土教師資格條件有關的法規範，從師資培育、教師資格檢定、教師甄選等觀點，探討教育部國教署修正「提升國民中小學本土語言師資專業素養改進措施」關於「未通過本土語言能力認證之現職教師，不得擔任本土語言教學」之妥適性。本土語言師資，究係認定「專長教師」而須嚴格設限以任用，抑或援依專長授課原則而編排課務？囿於教師員額編制規定與學校現有師資結構，一校全體教師「原則性地」以「主修專長」排課；「例外地」以「非主修或非專長」配課，是不得不然、務實的適法（令）對策。本文主張中央主管教育行政機關對於教師授課乙事，既已作出「專長授課」原則性之價值決定，後續之作為上，即應負有義務去遵循前開基本價值，不應再訂嚴苛、除外的授課規定，以避免體系之衝突矛盾，俾符合法體系之一貫性與完整性。因此，「提升本土語文師資改進措施」修正案下之回復中、小學教師專長授課原則既有法秩序之舉，確屬正辦。此外，專注包班與跨領域能力養成之小學師培課程，似難與「國小本土語言專任教師」一設想相容；至於國中本土語言專長教師，則有其存在、然卻微小的配置空間。

This study tried to use “Document Analysis” and aggregate the regulations concerning native language teachers’ qualifications for primary and secondary schools, discussed the appropriateness of “Current teachers without native language proficiency certifications shouldn’t be allowed to teach mother tongue course” of “the Amendment to Improving Measures of Promoting Professional Literacy concerning the Elementary and Junior High School Native Language Teachers”, revised by K-12 Education Administration, the Ministry of Education, from the viewpoint of teacher training, teacher qualification and teacher selection. Limited by both the regulation of teacher staffing and existing teacher structure, all teachers’ coursework should be arranged by “major in expertise” “in principle” and by “non- major in expertise” “exceptionally”. The approach mentioned above should be unavoidable, pragmatic and unprohibited countermeasures. Should native language teachers be maintained strictly to be appointed and teach after all, or related schools should arrange the coursework, according to existing principle of specialized teaching? This study advocated that central competent educational administration should obligate themself beyond basic value about principle of specialized teaching to avoid the contradictory conflict, and shouldn’t formulate rigorous, excluded teaching regulations in order to correspond the consistency and integrity of legal system, since competent administration has completed the value decision about the principle mentioned above. Therefore, under “the Amendment to Improving Measures for Promoting Professional Literacy of Native Language and literature Teachers within the Elementary and Junior High School”, to return law order of principle of specialized teaching about primary and secondary school teachers should be the right decision. In addition, the primary school teacher training course, focusing on taking class and cross-disciplinary ability, should be difficult to be compatible with the idea of a full-time teacher of native language. As for secondary school teachers of native language, there is their narrow space of existence.