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近年來，隨著時代的變遷及社會人口結構的改變，教育改革聲浪呼聲四起，而教師因居教改成敗之關鍵，其專業發展與素質便受到前所未有的重視及關注。面對社會大眾對教師專業知能的盼望與期待，我國應在師資培育職前教育階段提前儲備職前教師的專業知能，以迎接未來教育職場的挑戰。問題本位學習（Problem-Based Learning, PBL）強調理論與實務的連結、問題解決技能、同儕合作、自我導向學習及專業知識的建構，其特性非常適合應用於我國目前對職前教師專業發展的期待。本文首先論及我國師資培育職前教師專業發展的危機與挑戰；其次，探討PBL之意涵與特性，提出PBL 於師資培育職前教育應用之理論基礎；接著，以PBL 之原理與應用為基礎，試圖提出PBL 於師資培育職前教育之實施歷程及功能與限制，以供我國應用之參考；之後，探究國外PBL 於師資培育職前教育之應用，以做為我國之借鏡；最後，透過文獻的探討及國外的經驗，提出PBL 於師資培育職前教育應用之展望做為結語。冀望透過本文之探究，能引起國內師資培育機構、師資培育者與相關教育單位對師資培育職前教育之重視，並根據我國師資培育職前教育的背景脈絡與時代需求，將PBL 教學模式應用於師資培育職前教育之中，進而建全職前教育的課程規劃與品質，符應教育改革對教師專業發展的期待。 In recent years, many people said that education has to reform with the changes of times. Because teachers are the key to a successful educational reform, the public pays close attention to teachers’ professional development and quality. To face the expectation of teachers' profession from society, our country should cultivate pre-service teachers' specialty earlier in teacher education stage. Let teachers can face continuing challenges in the future. The problem-based learning pedagogy emphasizes the connection between theory and practice, the skills of problem solving, the working in collaborative groups, self-directed learning, and the constructing of professional knowledge .These characteristics are very suitable for applying to the present teachers' professional development in our country. The purpose of this paper is to analyze the crises and challenges of pre-service teacher's professional development in our country and to explore the meaning and characteristic of PBL. This paper also tries to focus on the functions and limitations of PBL and the application of PBL in pre-service teacher education. In conclusion, through the exploration of documents and foreign experiences, I recommend the application of PBL in pre-service teacher education in the future.