幼兒教育與中小學不同，無審定的教材，所以，幼教師的教學活動設計成為影響幼兒教育品質的關鍵因素。然而，教學活動設計是高度知識密集、動態且複雜的工作，職前教保服務人員需要專業的協助。本研究基於對幼兒教育品質以及職前教保服務人員教學活動設計需求之關心，旨在發展符合《幼兒園教保活動課程大綱》理念之教學活動設計評分規準，以協助職前教保服務人員發展教學活動設計能力。本研究先以專家德懷術建構評分規準的20 項評量指標（涵蓋教學目標、內容、方法與評量等四大面向）；接著以此發展評分規準內容後，再邀請專家審議整體量表指標規準內容之適切性是否具備專家效度。其次，本研究以評分規準分析二、三、四年級職前教保服務人員之教學活動設計，確認本評分規準之信度以及區辨效度。而從三年段評分結果可知，職前教保服務人員在教學內容以及教學材料資源設計分面得分較高，但在學習評量、分析幼兒先備經驗，以及規劃適當提問、引導或鷹架策略部分，得分較低，顯示職前教保服務人員教學活動設計之學習需求。整體而言，本研究建構了一套具備信度效度之幼兒教學活動設計評分規準，在學術上填補了現有幼兒教案評量工具的空缺，在實務上可作為師資培育者進行教學、評量以及職前教保人員自評自學的輔助工具，為職前教保服務人員教學設計專業能力之發展與精進提供有力的支持。

Unlike elementary and secondary education, early childhood education lacks approved textbooks, making teachers’ instructional activity design a key factor affecting educational quality. However, instructional activity design is a highly knowledge-intensive, dynamic, and complex task that requires professional support for pre-service preschool educators. Based on concerns about early childhood education quality and pre-service preschool educators’ needs in instructional activity design, this study aims to develop a rubric aligned with the concepts of the Early Childhood Education and Care Curriculum Framework to assist pre-service preschool educators in developing their instructional activity design capabilities. The study employed a two-phase approach. The researchers first applied the Delphi technique to construct 20 evaluation indicators across four dimensions: instructional objectives, content, methods, and assessment. The rubric was subsequently validated through expert review to establish content and expert validity. The rubric was then applied to evaluate instructional activity designs created by sophomores, juniors, and seniors in teacher preparation programs, confirming its reliability and discriminant validity. Analysis across the three grade levels revealed that pre-service educators demonstrated stronger competencies in designing teaching content and preparing teaching materials but exhibited challenges in areas such as implementing learning assessment, analyzing children’s prior experiences, and planning appropriate questioning, guidance, or scaffolding strategies. These findings provide valuable insights into pre-service preschool educators’ learning needs in instructional activity design. The developed rubric serves dual purposes: as both an assessment and guidance tool for teacher educators, and as a self-learning and self-assessment instrument for pre-service preschool educators. The results offer teacher educators empirical evidence to inform their instructional approaches in supporting the development of instructional activity design competencies among pre-service preschool educators.