本研究旨在探討擴增實境教材和微型教學對職前教保人員教學信念之影響。參與對象為大學生，共計88人，本研究採行動研究，蒐集課堂活動歷程記錄，並運用職前教保人員教學信念量表作為工具。結果發現：數位教材有助認識教學環境，師生回饋的微型教學使學生知道個別試教的問題，學生的學習投入度維持高度參與，對專業知能和認同皆持高度肯定。 The purpose of this study is to explore the impacts of augmented reality materials and the micro teaching way on the teaching beliefs of pre-service preschool educators. The participants are eighty-eight university students. The action research collects the records of classroom activities and uses the Pre-service Teaching Beliefs Scale. The results show that digital teaching materials can help students understand the teaching environment, and the micro teaching way of teachers’ and students’ feedback enables students to know the problems of individual trial teaching. Students' learning engagement maintains a high degree of participation, and they hold high recognition for their professional knowledge and recognition.
