本研究是個行動研究，描述了兩位資源班教師為八位國小六年級學障兒童設計轉銜課程的歷程。這些學生在資源班已接受多年語文教學的協助，即將畢業，研究者嘗試配合此特定時空下的轉銜需求，發展適用的課程。針對兒童所需的生活技能設計轉銜課程的內涵，再從生活技能訓練中，透過語言經驗取向的教學，強化兒童語文的書寫與表達。研究者應用本文轉銜課程發展的內涵說明，來表達教學者對於學生需求的認知、轉銜課程的設計理念與反省思考，也以文獻探索及研究群彼此對話的方式，來提升教師的專業判斷能力，從質樸的直覺思慮，逐漸成長為篤實的專業實踐。本文同時報告了這個結合語文與生活技能的轉銜課程中，教師的角色與學生學習成長的實況。並在行動後，提出三點對學障兒童轉銜課程設計的建議與期許。

This study describes how resource room teachers developed a transition program for 8 sixth-grade children who had learning disabilities. In considering of the future needs of these students, the researchers developed a language art curriculum centered on life skills training through an action research. Contents of the curriculum are sampled from the observations of specific areas in need in ecological settings. Based on the spirit of the language experience approach instruction, these children were instructed in an effort to improve their oral and written expression. The role of teachers as well as students’ growth in the program were reported. In addition, the processes of program development also strengthen the teachers’ professional judgment. Instead of making judgments by intuition, they make judgments on the basis of their experiences after the program development. Recommendations regarding life skill centered curriculum design are addressed in the article.