本研究旨在分析國小閩南語教科書詞彙之難易度與適切性，研究材料以真平版和康軒版國小閩南語教科書為主。統整第一、二、三學習階段課文的詞彙，以內容分析法評估詞彙在該階段的難易度與適切性，並探討詞彙對該學習階段學生造成學習困難的原因。研究發現兩個版本第一~三學習階段共有1,458 個詞彙，造成學習困難的原因如下：（1）第一階段：閩南語漢字的字形、發音、意思；（2）第二階段：閩南語漢字的字形、正確用法，以及與現代學生生活的連結性；（3）第三階段：閩南語詞彙與現代生活的連結性，以及偏國語的詞彙。

This research analyzed the possible vocabulary difficulties and relevance of the Taiwanese Southern Min, a major dialect in Taiwan, in elementary schools’ textbooks. The researcher investigated two versions of textbooks published by Jen Pin and Kang Hsuan, with texts compiled from Levels 1, 2, and 3, and evaluated the vocabulary difficulties and relevance at each stage, under a content analysis approach. Possible reasons were also proposed for the difficulties of students’ learning on various vocabularies. The final findings included that the 1458 words in the three levels’ vocabulary seem to obstruct the learners’ learning: (1) Stage 1: the writing, pronouncing, and the meaning of target language’s word forms; (2) Stage 2: the complexity of word forms in writing and their correct usages for modern daily life. Finally, this study suggested that to connect Taiwanese Southern Min to everyday’s life with more focused vocabulary could be a solution to reduce the learners’ learning difficulties.