本研究旨在記錄花蓮縣某幼兒園推動戶外翻轉課程的實踐歷程與省思，參與本研究者為20位原住民幼兒與3位教保服務人員。幼兒主動結合國小校園之戶外場域及資源改造戶外學習環境與課程。本研究除呈現翻轉戶外課程的起、承、轉、合歷程外，研究亦發現：一、原住民幼兒在戶外展現自主學習特性，為學習的發起者、課程的帶動者與環境的覺察者。二、教保服務人員將學習主導權交給幼兒，因為信任幼兒而消除了不安全感，課程的運作也從以教師中心走向師生共構，甚至完全由幼兒自主學習與帶動課程。三、教保服務人員將戶外課程的疑慮轉化為課程的一環，讓幼兒參與解決問題與習得保護自己的能力。最後提出建議供教保服務人員未來實施戶外課程參考。

The purpose of this study was to record the practice and reflection of promoting the outdoor flipped curriculum of a preschool in Hualien County. Participants were 20 indigenous young children and 3 preschool educators. The young children actively transformed the outdoor learning environment and curriculum by combining the outdoor field and resources of the elementary school campus. This study presented the course of starting, inheriting, transferring and cooperating with outdoor curriculum. The researchers also found that: 1. Indigenous children demonstrated the characteristics of self-directed learning in outdoors. They were the initiators of learning, the initiators of the curriculum, and the environmental observers. 2. The preschool educators handed over the leading role of learning to the children, because they trusted the children and eliminated the sense of insecurity, and the operation of the curriculum also shifted from a teacher center to a teacher-student co-construction. 3. The preschool educators turned the doubts of outdoor curriculum into a part of the curriculum, and let young children participate in problem solving and acquire the ability to protect themselves. This study put forward suggestions for preschool educators to implement the outdoor curriculum in the future.