本研究透過文獻探究福祿貝爾（以下簡稱福氏）的遊戲教育理論，將其和香港的遊戲學習課程的政策和實踐做比較、討論，其中，從探究福氏的教育理念和遊戲教育論，參考其他福氏研究專家的詮釋資料，整理出關於福氏遊戲教育的原貌，再將福氏遊戲教育和香港的《幼稚園教育課程指引》，以及國際期刊中有關香港遊戲學習課程的實證研究結果，進行批判性分析和比較，藉此反思當代香港幼兒教育的遊戲中學習的理念，並深入探討福氏遊戲教育對現代香港幼兒教育倡導的遊戲中學習的啟示。本研究獲得以下主要結果：一、香港的遊戲學習課程原以福氏遊戲教育理論為基礎，但福氏遊戲教育中強調的幼兒自動自發遊戲的自主性，受到課程時間限制和各種社會文化因素，在香港幼兒教育課程的實踐上有一定的難度；二、福氏遊戲教育的核心要素照料遊戲，雖類似香港幼兒教育課程政策提倡的教師多元化角色，但福氏的照料遊戲亦給了教師如何運用言語等去引導幼兒學習一個更明確的方向。本研究結果提供香港或其他提倡遊戲中學習的國家一個更明確的方向，幼兒教育課程政策上應提供更清楚指引達到幼兒自主性和教師的照料遊戲工作，實務上的意涵則是對實踐遊戲中學習的方向更清楚。

This paper aims to investigate F. W. A. Froebel’s play pedagogy (Spielpädagogik) and compare it with the policy and practices of play-based curriculum of kindergarten in Hong Kong through literature review. It investigates Fröbel’s educational philosophy, particularly the Spielpädagogik, and the policy and practices of play-based curriculum. The ideas of Spielpädagogik are outlined and interpreted. Policy documents and the results of empirical studies are analysed and compared critically with the Spielpädagogik to explore the implications of the Spielpädagogik for the play-based curriculum. Research findings show that: 1. The play-based curriculum of Hong Kong has developed based on the Spielpädagogik. However, the child-initiativeness emphasized in the Spielpädagogik is not commonly observed in the practice because of time constraints and other social cultural factors. 2. There are also similarities between Froebel’s “play care” (Spielpflege) and the teachers’ diverse roles in children’s play. The findings provide clearer directions for the places which have advocated play-based learning. More guidelines about how to achieve child-initiativeness and teachers’ roles in play should be catered on the policy level. Moreover, it gives clear insights as to how play-based curriculum in Hong Kong should move forward.