本研究為促進國小自然與生活科技新手教師的學科教學知識發展，建構了一套以 認知學徒制為架構取向的成長課程（包括讀書會、參觀資深專家教師的教學、微型教 學演鍊、撰寫教學省思日誌等活動），並加以實施，且以教室觀察、深度訪談及文件分 析等方法荒集相關資料。經過二年的研究實施，本研究主要發現如下：1.透過資深專家 教師分享其内在思維的過程，對於新手個案教師的學科教學知識之發展影響頗大，使 其在教學目標、學習者知識、學科知識、課程知識與一般教學法知識等學科教學知識 内涵上皆有明顯的成長;2.國小自然與生活科技新手個案教師的學科教學知識内涵之發 展，大部分是經由學習資深專家教師的做法而來，但少部份則是從改良與轉化資深專 家教師的做法而來，亦即經由學習資深專家的想法，並根據自己的實際狀況與想法而 加以精進，使其更為可行與更為有效。

This study was to design a set of growth program which including study group, visit experienced expert teachers’ teaching, practice of micro-teaching, composing teaching reflection diary based on cognitive apprenticeship for promoting the development of pedagogical content knowledge of novice teachers and put it into practice. Data were collected by classroom observation, in-depth interviews, and documentary analysis. After two years collected data, the findings of this study are as follows: (1) The process of sharing their thinking through experienced expert teachers has a great influence on the development of pedagogical content knowledge of novice teachers, and makes them have a great influence on teaching objectives, knowledge of learners, knowledge of content, knowledge of curriculum and general pedagogical knowledge; (2) Most of the development of the pedagogical content knowledge in the case of novice elementary school teachers in science and technology comes from the practice of learning from experienced expert teachers. However, a small part comes from the improvement and transformation the practice of experienced expert teachers. That is, by learning the ideas of senior experts, and according to their actual situation and ideas to be refined to make it more feasible and more effective.