基於「教學即藝術」的觀點來談幼稚園教師教學創意的提升，作者認為這非是技術性教學行為改變的問題，更是對教學概念的再認識；且從教學即美感經驗呈現之概念談這議題。教學即藝術這樣的概念很真確，卻難在幼稚園現場中施行，問題在幼稚園兩位教師協同教學以及幼稚園教學工作的問題。幼稚園教師常因為個人的害怕而無法與搭班教師做真正的協同教學合作，落入協同教學為工作分擔的迷思。又幼稚園教師的協同教學多是出於被迫、非自願的這件事情要被重視。再者，幼稚園教師要兼任行政工作這樣的工作壓力過於沉重，教師個人未受到關心。最後作者提出教師建立個人實踐理論的重要，以此作為提升幼稚園教師教學創意的基礎。Standing on the viewpoint of “teaching as an art”, the researcher thinks that arousing kindergarten teachers’ teaching creativity is not an issue of changing teaching behaviors. It is to re-understand teaching as a display of aesthetic experience. But it is hard to put this concept into practice in kindergarten because of some reasons. First, it is about teachers’ fear that interfere the practice of true co-teaching. Second, it is about that co-teaching is a compulsory thing that teachers can not choose their partners. Third, teachers’ overloads of administrative work make them burnout and disregarded. The researcher will put out the importance of set-up of teachers’ practical theory and use it as the function to arouse kindergarten teachers’ teaching creativity.
