混齡教學藉由跨年級混齡編班、師資團隊的調整、課程教材的轉化、教學策略的改變，以學生為學習主體，以維護偏鄉學生的學習品質。本研究以嘉義縣一所實驗小學進行個案研究，瞭解實施非主科混齡教學的現況，面臨之問題及解決之道。透過訪談與觀察，探討非主科混齡教學在學校教學上應用的情形，分析非主科混齡教學歷程中的教學策略、面臨問題及因應策略及學校的支持措施。研究結果如下：首先，擔任混齡教學教師任教專長科目，教師對於課程教學的調整較能掌握；教學過程中教師能運用差異化教學、分組學習、提供鷹架、動態評量等策略。另外，學校在教師專業成長及課程規劃透過學校行政支援措施，讓教師能在動態發展歷程中逐步修正與調整。最後，實施非主科混齡教學，學校課程更有彈性與創新，實踐學校實驗教育的理念。

The multi-grade instruction is based on the adjustment of the age group, teaching staff, the transformation of the curriculum materials, the change of the teaching strategy, and the learning of the students in order to maintain the learning quality of the partial school students.In this study, a case study was conducted in an experimental primary school in Chiayi County,to understand the status quo, the problems and solutions to the practice of non-subjective mixed-age teaching. Through interviews and observations, discuss the application of non - subjective mixed - age teaching in school teaching, analysis of teaching strategies,problem, strategies and school support measures in the course of non - subject science. The results are as follows: Mixed age teaching teacher teaching specialty, teachers for the adjustment of curriculum teaching more able to master. Teachers can use differentiated teaching, group study, scaffolding, dynamic assessment in the teaching process. Through school administrative support measures, teachers can be dynamically revised in the course of development and adjustment. The multi-grade instruction of non-main disciplines, school curriculum is more flexible and innovative, to practice the vision of experimental education.