在教學中，若要讓教師去詳述一、究竟教師們需要明確地知道什麼學科主 題；二、究竟他們需要知道到什麼樣的程度；以及三、他們能以什麼樣程度的表 徵方式表現其行為等，對教師而言是個明顯的難題，以致在師資訓練、教師的自 省及進修上，或在專業成長的提昇上，有所限制。本研究的主要目的在於探討我 國國小教師教學知識及行為表現所產生的知行差距。本研究以南部、東部縣市為 調查母群，依都市化程度及學校規模，採叢集取樣，選取受試學校後，再就教師 人數比，從各年級級任教師中選取受試樣本，從中抽取1,399位級任教師，施予 「國民小學教師知識知行差距問卷」，以探討國小教師知識知行差距。本研究主 要發現如下：一、國小教師普遍有教學知識實踐上的困難。二、任教學校規模愈 小、地區愈偏遠及教學經驗愈少的教師，其知行差距愈大。三、他人滿意程度、 環境支持程度、自我肯定愈低，其知行差距愈大。四、不同性別教師的知行差距 會因學校規模及教學經驗而異。

During instruction it is apparently difficult for teachers to elaborate on (1) their knowledge of the subjects and topics specifically required of them, (2) the degree of their knowledge, and (3) their degree of behavioral presentation, thus presenting limitations in terms of teacher training，teachers’ reflection and study, or their enhancement of professional growth. This study examines the Knowing-Doing Gap caused by elementary school teachers’ instructional knowledge and behavioral performance in Taiwan. Treating counties and cities in southern and eastern Taiwan as the population for this investigation and according to degree of urbanization and school scale, this study adopts cluster sampling to select the subject schools. From the teacher-student ratio, from homeroom teachers of different grades, this study selects the samples and obtains 1399 homeroom teachers to answer the “elementary school teachers’ knowledge Knowing-Doing Gap questionnaire”. The major research findings are as follows. (1) Elementary school teachers mostly encounter obstacles in the practice of instructional knowledge. (2) Teachers at smaller schools, in remote areas, and with less teaching experience show a larger significant Knowing-Doing Gap. (3) When other teachers’ satisfaction， environmental support， and self-recognition are lower, their Knowing-Doing Gap is more significant. (4) The Knowing-Doing Gap of teachers is different between the two genders, because of school size and teaching experience.