本研究目的乃為解決臺灣目前偏鄉小校因學生人數少、師資不穩定、教學品質受考驗，而所面臨被裁併的困境，建議從「非主學科跨年級混齡教學」開始，突破挑戰，並維護偏鄉學童的受教權益、教學品質及學校營運。本研究首先就跨年級混齡教學意涵進行討論，描述目前臺灣所進行的跨年級混齡教學概況，實施跨年級混齡教學所面對之挑戰，及對臺灣偏鄉迷你小校進行跨年級混齡教學未來發展所做之建議；同時，對於進行跨年級混齡教學之課程教材解構再建構、重整規劃、教材設計等專業尚在增能的教師而言，從非主學科的跨年級混齡教學開始實施，是較為得心應手的方式。

The purpose of this study was to solve the dilemmas of the remote schools were cut down because the number of students decreased, teacher instability and the quality of education is tested. It’s suggested that schools implementing the multi-grade instruction of non-main discipline to break through the challenge and protecting the educational rights of the remote students, teaching quality and school operations. This study first discussed the meaning of multi-grade instruction, described the current situation and challenges, and to suggest for the future development of multi-grade instruction in rural school; moreover, when the teachers are not yet enough ability to implement the curriculum materials deconstruction and reconstruction, planning and reorganization, it may be the serviceable way in which teachers implement the multi-grade instruction of non-main disciplines.