本研究主旨為幼稚園鄉土教學之研究－以三峽的一所幼稚園為例，探討幼稚園教師
實施鄉土教學的課程設計與規劃、如何運用社區資源融入鄉土教學活動中以及教師在鄉
土教學過程中的反省性思考。本研究採取質性研究的方法，並透過晤談、觀察及文件分
析等方式，再加以整理、歸納與分析。本研究的主要研究發現如下：(一)運用當地的社
區資源、發展學校本位課程，並採以園所鄉城交流的方式，擴展幼兒的經驗學習。 (二)
自然生態環境教育，可以讓幼兒瞭解生物多樣性、對生命的尊重以及增進幼兒鄉土環境
意識與關懷。(三)三峽祖師廟教學資源豐富，建築與藝術人文深藏其文化資產內涵，能
提升幼兒鄉土認知能力和鄉土情懷。(四)導入採360度回饋、常與搭檔教師進行對話以
省思教學，同時幼教師能不斷地在職進修，係為增權賦能(empowerment)的過程，以增
進鄉土教學知能。

The purpose of this study was to explore the implementation of homeland teaching of a
kindergarten at San-Sia, and how to integrate resources with homeland teaching, and
teacher’s reflection of teaching. Qualitative research method was adopted. Data were
collected through interviews, observations, and related document. Main findings of this study
were as follows:
1. To develop the school-based curriculum, in terms of community resources, the teacher
should expand children’s learning experiences through the way of taking children field
trip to go downtown.
2. The ecological environment education in the homeland teaching would enhance children
understand the biodiversity, respect lives, and promote the environmental consciousness
and the caring of homeland.
3. The rich teaching resources of the Sanshia Temple, its architecture and arts all hide
humanities and cultural assets, and that will enhance the young children’s cognitive ability
and caring sentiments to their homeland.
4. The kindergarten teacher can empower themselves and promote professional knowledge
and skills of the homeland curriculum teaching through applying 360 degree feedback
system, making dialogues and reflections with co-teachers, and attending in-service
education.