本研究主要探討幼兒在不同的課程情境脈絡中，是否會因為不同的語言和教室的情境規劃，而影響幼兒想像遊戲的內涵。本研究採用質性研究法，以攝影、錄音和訪談的方式蒐集資料，探究臺中市一幼稚園內中文班級與美語班級的幼兒想像遊戲。本研究的重要發現如下：
一、遊戲與課程之關係1.兩個班級遊戲主題主要來自於生活經驗，而與課程主題較無直接相關。教師在教學中的引導有助於幼兒透過遊戲統整經驗和知識，並使遊戲呈現更精緻的對話內容。
2.兩個班級遊戲主題的差異主要受到玩物種類的影響。3.學習區的空間和規劃、教具和玩物的種類、學習區的選擇方式均會影響幼兒的遊戲行為和遊戲內容。二、語言溝通1.兩個班級的幼兒在使用低真實性玩物，或在戶外空間遊戲時，均需要使用更多語言及動作輔助說明實物轉換後的意義或想像的情境。2.美語班的幼兒較常各自獨立扮演，而無法和玩伴的角色產生互動；中文班的幼兒較能持續長時間的遊戲情節，並發展出完整的遊戲內容。3.兩個班級的幼兒對角色的分配持不同意見時，會思考策略或制定規則，若仍未能取得共識則傾向退出遊戲，並加入新的團體。

This study investigated whether the content of children’s imaginative play was affected by the curriculum context. The qualitative research method was employed. One Chinese class and one English class in the same kindergarten were selected for this research. The major findings
were as follows. I. Relationship between play and curriculum 1. In both classes, the themes of children’s imaginative play centered mainly on life
experiences and were not related to the curriculum. Teachers’ guidance can facilitate children in integrating their experiences and knowledge through imaginative play and using more sophisticated dialogues in the play. 2. Type of play props available was main determinant for play themes in these two classes. 3. The space and arrangement of the learning area, type of teaching materials and teaching aids, and choice of learning areas influence children’s play behavior and content. II. Communication 1. Children in both classes needed more dialogues and actions to interpret the meaning of transformed objects and imagined situations when using play props of low reality or playing outdoors.
2. Children in the English class often acted out their roles individually and seldom interacted with others; while children in the Chinese class could stick better to the plot of their play to develop a more complete play. In face of any disagreement on role assignment, children in both classes would figure out coping strategies or develop rules. If disagreement persists, most of them would choose to quit the play and join another group.