Abstract The purpose of this study is to investigate the effect of the kindergaten teachers' teaching-year on the idenification and performance of teaching roles. The kindergaten-teaching-role scales are teaching-design scales、 teaching-preparing scales、 teaching-practicing scales、 teaching-evaluation scales、 children-guidance scales. Teaching-design scales include activity-choice and activity-organization, teaching-preparing scales include learning-environment maintaining and instruction-materials surporting, teaching-practicing scales include teaching-skills practicing and teaching-subjects practicing, teaching-evaluation scales include evaluation-practicing and evaluation applying, children-guidance scales include relationship setting-up and children-understanding. Teaching-year makes the changes on the teaching role identification: ① Besides relationship setting-up and teaching-evaluation, there are positive correlations between teaching-year and the other each teaching variable.② MANOVA and Discriminant analysis show that there are no difference among the first-five-year- teachers' role identification; but they show that there are improving changes of the seniority-teachers' role identification of the learning-environment maintaining and adivisor-teachers' role identification of the teaching-design and teaching-skills practicing. Teaching-year makes the changes on the teaching role performance: ① There are significantly correlative between teaching-year and each teaching-role variable. ② MANOVA and Discriminant analysis show that there are improving changes among the first-five year teachers' role performance of activity-organization、 learning-environment maintaining、 teaching-skills practicing、 and children-understanding. They also show that there are improving changes among professional growing-stage teachers' role performance. The study gives following suggestions: ① The theory and practice of teaching-evaluation must be applied on kindergaten teaching. ② The adiviser-teachers' and seniority-teachers' experiences can be helpful for novice-teachers and adjusting-teachers. ③ Improve the student teachers' competence of activity-organization、 learning-environment maintaining、 teaching-skills practicing、 and children-under-standing. ④ Set up the system of kindergaten teachers' promotion. ⑤ The teachers have to have inservice-education after five teaching years.
如有問題歡迎與系統管理員聯繫 
