本研究旨在探討一所學校型態實驗教育偏鄉小學發展混齡課程之作法，研究目的為探究個案偏鄉小學如何規劃與設計國語領域混齡課程，以及該小學發展國語領域混齡課程之困境與因應方式。研究者立意選取一所位於中部偏鄉的小學進行個案研究，於2017年6月起進入個案學校為期一年，透過深度訪談與文件分析等方式蒐集資料，經由分析討論研究資料後，提出研究結論如下。第一，個案學校發展國語混齡課程設計方式主要為循環式及主題活動式實行混齡教學。第二，個案學校於混齡課程發展過程中，在規劃時尋求外部專家學者協助課程設計的困境、調整課表與時程表因應不適應的情形；教學時則面對協同教師態度不一致，以公開優良協同教師組合因應，並調整混齡教學型態、引導學生合作與指導同儕的技巧因應學生學習狀況。

This study aims to investigate the curriculum development in a rural elementary school implementing multigrade experimental project in Taiwan. The purposes of the study are as follows: first, to investigate the development of the Mandarin curriculum; and second, to analyze the difficulties and coping strategies of developing the curriculum. The case was an elementary school implementing a multigrade experimental project in the central part of Taiwan. The period of research continued for one year: from June 2017 to June 2018. The researchers collected data through in-depth interviews and document analysis. The findings showed that the case school adopted the cycle style and theme activities design for its multigrade Mandarin curriculum. The study also found that the school encountered some problems and devised solutions while developing the curriculum. The teachers sought professional advice and assistance from university professors to deal with the difficulties of curriculum design and revise the school timetable. Moreover, when the teachers adopted different attitudes or teaching methods, the school would shift to team teaching, adjust the method of multigrade teaching, and enhance students' cooperation skills and peer learning in flexible ways.