本研究以教育改革的社會背景為基礎，旨在探討美國小學的全語言教學，分別從全語言教學的意涵、理論基礎、歷史發展、實施概況和教學方案，分析相關的教學依據，進而提出批判，作為我國語文教育改革的借鏡。本研究目的有五：其一，分析全語言教學的意義與內涵；其二，探討全語言教學的理論基礎；其三；了解全語言教學的歷史發展；其四，介紹全語言教學的方案；其五，評析全語言教學，並提出我國語文教學改革的建議。
在研究方法上，本研究以文獻探討為主，蒐集相關的文獻資料，分析歸納，並輔以訪談法，補強文獻不足之處。本研究獲致的結論如下：
一、全語言教學源於對傳統教學的反動，理論基礎的建構衍生自閱讀
歷程的理解與相關研究的成果，在歷史上具有人文主義與進步主
義的傳統，心理學方面則有建構主義的基礎。
二、全語言教學是一套教學信念的體系，不限於語文科的教學，還包
括整個課程的學習、甚至是教育的方式；雖然沒有制式的教學方
法和活動，卻非漫無標準，而教師必須根據其中的教學信念和對
教學的熱誠，發展出符合全語言教學精神的自然課程。
三、全語言教學與傳統教學之間的爭議，是語音取向與意義取向兩者
的餘蔭流弊，至少已經持續上百年，肇始於派典之間的歧異，與
質量之爭關係密切。
四、全語言教學的活動為學生提供真實而統整的學習經驗，饒富意義
，也能因應多元文化社會的需要，調和雙語教育，更是改革傳統
教學的良方。
五、全語言教學實務必須因應情境的脈絡，因人因時因地制宜，提供
充分的讀寫機會；也能應用到中文的教學之中，惟必須注意教學
的信念和原則的掌握。
六、無論教育改革或教學改革，都必須考慮整體脈絡的配合，尤其需
要注意基層的聲音，激發師生的力量，並發揮學校的特色。
基於上述發現，本研究對全語言教學在我國的推展和語文教育改革提出下列建議：
一、對全語言教學推展的建議
(一)調整課程的彈性，廢除定期考試和固定的課程進度，減少不必要
的測驗，以生活為中心整體規畫統整的課程，避免瑣碎的技能訓
練。
(二)實施全語言教學時，教師必須具備全語言教學的信念和原則，尤
其需要了解其中的理論基礎與教學活動的特質。
(三)全語言教學的實施需要教育行政體系和社區家長的配合，其中尤
以校長的支持最為重要，教師也必須與家長保持溝通和聯繫，澄
清不必要的疑慮。
(四)推展全語言教學，必須成立教師的專業成長團體，讓教師或學者
彼此交流心得與經驗，共同面對傳統教學的抗拒和實際的教學問
題，並舉辦工作坊，充實專業知能。
(五)全語言教學活動的實施必須具備豐富的教學資源，兒童文學的作
品和真實生活的素材尤其重要，因此需要學校圖書館、社區圖書
館或其他資源的配合，才能有效取得相關的教材。
(六)將全語言教學的信念體系融入師資培育的課程，開設專業課程或
納入新興領域的研究成果，培養相關的師資，拓展影響的層面。
二、對語文科教學改革的建議
(一)教育行政當局
1.縮小班級規模，以利學生充分享受教學資源，接受完整的教育。
2.改採學校中心的管理模式，將權力下放，給學校更大的自主空間。
3.暢通教師進修的管道，給予教師發展專業能力的機會，並提供適當
的誘因。
(二)學校與社區
1.提昇教師的專業能力，賦予課程設計的權力，並將真實而多元的評
量方式融入教學當中。
2.學校行政體系必須充分支持教師的教學革新，並提供必要的資源與
協助。
3.家長應與學校、教師密切配合，在家中協助學生進行相關的語文活
動，彼此互相溝通、聯繫，共同促進學生在學習方面的成長與進步。
(三)課程與教學
1.對課程進行整體規畫，賦予適當的彈性空間，配合整體的脈絡，兼
顧個人與社會的需要，統整所有課程領域的學習，避免支離瑣碎的
技能訓練。
2.成立專業性的課程與教學團體或會議，提供校內在職進修和研究的
機會，充實教師的專業知能，培養教師課程設計和發展的能力，俾
能因應教學的情境脈絡而進行課程決策與設計教學活動。
3.進行有系統的語文科教學研究，改進傳統的語文教學，教師也可以
從事行動研究，或與學者合作進行實地研究，作為教學的依據或充
實相關理論的基礎。
4.落實全人教育與生活中心的課程，並善用兒童文學作品和實際生活
的素材，以主題統整學習活動，讓兒童涉入真實而生動的語文事件，
獲得知情意的完整學習經驗，陶冶多元文化社會的民主素養。
5.充實完善的教學資源，有效經營教室環境，調整師生的角色，共同
進行課程的決策，教師不僅要重視學生的文化、語言和生活經驗，
激發學生的力量，也必須給予適時而合宜的協助。
6.提供大量而充分的讀寫活動，讓兒童置身於技能應用的學習脈絡當
中，培養學習的興趣，養成終身學習的習慣。
(四)相關的政策
1.在既有的師資培育課程中融入教學革新的理念或納入新興領域的研
究成果，強調教育研究與教學實務的結合，進行整體的改革。
2.修改課程標準，進行整體規畫，著重於大方向目標的編寫，重視兒
童生活的經驗，兼顧基礎與高層次能力的培養。
最後，關於後續研究，本研究建議應擴大研究的範圍或在我國的學校進行長期而深入的實驗研究。

The purpose of this study is to analyze the meaning and connotations of whole language, discuss the foundations of whole language theory, describe the historical development of whole language movement,illustrate whole language instructional
programs and critique whole language. It is wished that such a study would provide helpful suggestions and insights for reforming language arts teaching in Taiwan. The primary sources of data of this research include review of literature on whole language research and practice in the United States and interview with literacy educators in Taiwan. The literature review is intended to present a comprehensive picture of the whole language movement, while the main aim of the interviews is to understand the status of, and the difficulties in, implementing whole language in Taiwan's elementary classrooms.
The literature review and interviews result in six important conclusions,which are as follows:
First, whole language has its root in progressive and humanistic philosophies and constructivist theory of learning, and should be seen as a reaction to the traditional skill-based literacy teaching.
Second, whole language is a set of beliefs about teaching, learning and education, which can be applied to language arts curriculum as well as the whole curricula.
Third, the debate between whole language approach and traditional approach in teaching language arts can be traced back to the old and unresolved competition between the "meaning-first" and "phonics-first" orientations.
Fourth, whole language, which emphasizes authentic and integrated literacy experiences, presents a new and helpful perspective for reforming the nation's literacy education program, and for promoting bilingual education in the increasingly multicultural society of Taiwan.
Fifth, in any effort to implement whole language, the teacher must take the characteristics of the instructional context into consideration and make necessary adjustments accordingly.
Sixth, it takes a wholistic approach to make an educational or instructional reform successful. Especially the voice of classroom teachers must be heard and their abilities and experiences recognized.
Based on the conclusions, some implications for the implementation of whole language in Taiwan and the reform of literacy education are made here:
First, whole language can be implemented in Taiwan given a flexible redesigning of language arts curriculum based on whole language theory and the characteristics of the Taiwanese context; moreover, literacy educators must work together in support groups to share experiences and to promote professional competence.
Second, educational authorities must make efforts to reduce class size,decentralize the educational system, and promote teachers' professional competence by providing adequate in-service training. Furthermore, parents must work with school and teachers to foster children's growth toward a whole person and a healthy member of a democratic and multicultural society.
Third, to inform the processes of making educational policies, teacher education, and restructuring curricular framework and standards, more research in literacy education should be conducted.

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