本研究旨在探討無年級小學興起的原因、意義、發展及理論基礎；並
分無年級小學的組織結構、課程教學和其他相關實務；最後歸納美國各州
無年級小學實施概況及個案，期提供國內年級小學制度變革的參考。本研
究以文獻分析法，探究國內外資料，並去函美國各州索閱相關資訊，以為
參照佐證。經本研究結果，獲致以下結論：1.美國無年級學校運動的目的
在於適應兒童個別差異的需要2.美國無年級小學的推展,目前傾向全州性
幼小銜接學制的建立3.美國無年級小學課程教學主要內涵包括[田園教學
].[個別化教學]. [整全語言教學]及[主題式統整課程]4.無年級學校依
兒童的[特質]從事分組教學5.無年級學校教育的實施有賴教師的合作及家
長的參與6.無年級小學的班級環境佈置,結合[學習角]與[多元智力理論
]7.無年級小學以[質]的評量結果作為學生連續性晉級的依據基於上述結
論,本研究提供以下建議:壹.對我國小學教育的建議1.教育改革的訴求應
著重兒童個別差異的適應2.調整部分國小複式型態為混齡班級並對外招收
幼稚園生3.整合國內開放教育課程和教學的優點4.班級教學分組宜採[異
質]彈性分組5.各項教育實驗計畫應事先取得教師及家長的配合6.改變傳
統教室佈置為操作性或活動式的學習區域7.學生評量方式多元化;學科晉
級程序化貳.對後續研究者的建議1.無年級學校的課程教學尚待研究2.無
年級學校計畫的模式尚待確立

The main purposes of this study are to explore these causes of
rise,significances,development,theeoretical backgrounds of non-
graded elementary schools. And analyse their practical issues,
including schoolorganizations,pedagogies,and other spheres.
Atlast, through investigating the sistuations and cases of non-
gradedness in U.S.A. After exploring the research,I got some
inclusions and recommendations as follows:1.the main purpose of
nongradedness movement is gear to indi- vidual differences of
children.2.The implenmentation of nongradedness in U.S.A.is to
establish the system of "Primary Unit". 3.The main pedagogical
ingredients of nongraded elementary schools in U.S.A. including
"field trip","individualized teaching","whole language",and
"inttegration of subjects".4.the groupings of nongradedness is
according to the "differences" between pupils.5.The
implenmentation of nongradedness must get positive involvement
from teachers and parents.6.The settingg arrangements of
nongraded classroom are to combine the ideas of "learning
center" and "Multi-intelligences".7.Pupils in nongraded schools
can progress continuously according to the results of
"qualitative assessment".
The main purposes of this study are to explore these causes of