本研究主要目的在了解高中職健康與護理教師應具備之專業知能內涵，以提供教師本身進行專業成長、師資培育機構課程規劃及提供遴選健康與護理教師之參考依據。研究設計採用修正式德爾菲研究法（Modified Delphi Technique），研究對象採取立意取樣，邀請專家學者、教學工作者及學習者組成本研究專家群。本研究以自編之「高中職健康與護理教師專業知能內涵」之德爾菲問卷，進行反覆三次之調查研究，其資料分析方法主要採用質性及量性分析方法。在「意見說明」及「綜合意見」部份採用內容分析方法；屬於量化資料則以SPSS 10.0 for Window 統計軟體進行統計分析，另以柯-史單一樣本考驗（Kolmogorov -Smirnove one sample test）、克-瓦二氏單因子等級變異數分析（kruskal -Wallis one-way analysis of variance by rank）進行假設考驗研究結果發現

（1）未來健康與護理教師應具備之專業知能為四個向度、十一項專業知能項目及四十六項專業知能內涵

（2）教學能力及學科知識為最重要之專業知能項目，其次為專業精神，其
餘依序為教育專業知識、教學理念、溝通表達能力、自我及專業成長能力、人際互動、輔導能力、積極進取、班級經營能力等

（3）前十大需求之專業知能內涵為學科教材內容知識、課程與教學知識、
擬定教學計劃、設計多樣教學活動、蒐集及選擇可靠有效教學資料、教授課程內容能力、問題解答能力、檢討本身專業行為、參與專業成長及進修機會及建立和維持良好師生關係等

（4）各項專業知能之需求程度均高（平均數達4以上），且專家學者意見具一致性（標準差小於1；柯-史Z值達顯著水準 ）

（5）專家學者及教學工作者對於專業知能內涵之意見不具有差異性（克-瓦檢定未達顯著水準）。最後，針對本研究結果，對於未來健康與護理教師、師資培育方面及未來研究等方面提出相關建議。

This study was aimed to explore the professional knowledge for health and nursing teacher at senior high school. According to the purpose, it can further to scheme the strategy for incubating teacher and improve self and professional development.
Literatures review and Delphi technique were used to accomplish the research purpose. Initially, we collected and analyzed some literatures and researches regarding professional knowledge and teacher development. According to above result, the Delphi questionnaire was developed and three rounds of data collection were applied to 21 experts. This expert group includes health and nursing scholars, senior high school nursing teachers, and senior grade students. The collected data were analyzed by SPSS 10.0. Descriptive data analysis, Kolmogorov —Smirnov one sample test, and Krustal -Wallis one way analysis of variance by rank were used in this study.
The results indicated that
(1) The professional knowledge that health and nursing teachers required to possess

containing 4 topics, 11 items, and 46 contents.
(2) According the priority, professional knowledge that health and nursing teachers  
   required were〝teaching competence〞,〝subject knowledge〞,〝professionalism〞,
  〝educational knowledge〞,〝teaching belief philosophy〞,〝communication

competence〞,〝self and professional development〞,〝personal interaction〞,
〝counseling competence〞,〝endeavor〞， and〝class management〞.

(3) The top ten detailed professional knowledge contents were〝subjects contents 
knowledge〞,〝curricular and teaching knowledge〞,〝design teaching strategies〞,〝planning teaching activities〞,〝collecting information〞,〝teaching subjects contents〞,〝solving problem〞,〝 self- examination 〞,〝involve in professional development〞,and〝maintaining relationship of teacher and student〞.

(4) The opinions of professional knowledge among experts would have compatibility.

(5) The opinions of professional knowledge among professors and practitioners would not have significant discrepancies.
Finally, provides recommendations for education administration, teacher cultivation institution, health and nursing teachers, and future studies.