本研究旨在探討代間課程的設計與實施，並瞭解代間課程如何改變幼兒對老人的態度，研究目的有四：
一、發展適合我國國情、文化之代間課程。
二、瞭解代間課程的執行過程與成效。
三、探討代間課程如何影響幼兒對老人的態度。
四、綜合以上的研究發現，提供國內幼稚園實施代間課程的參考。
本研究在代間課程進行前，召集幼教學者與資深教師研擬代間課程，經過增刪修訂之後，以台北市一私立幼稚園的大班為研究對象，另徵募四位老人參與研究，經歷六週共十二個活動。收集幼兒對老人態度問卷、幼兒對老人情感問卷、現場觀察記錄、教師課後檢討問卷、課後檢討會問卷、幼兒課後回想畫與家長回應問卷各項資料，用以評估代間課程的實施成效。
綜合本研究資料，獲得以下結論：
一、本研究採用活動式代間課程，在課程的發展上，除考慮代間課程中生命週期、家人關係、老人與幼兒的異同、社區角色與資源、多種文化與分離失去六大主題概念的均衡分配之外，應再考慮活動內容與方式的適合度，另外也要考慮準備工作的難易度。
二、本研究代間課程的執行相當順利，活動很適合讓幼兒與老人一起參與，課程進行時需要注意幾個要點：1.與老人充分溝通2.提供適合的環境3.使用適合幼兒的教材。
三、老人一致肯定代間課程的價值，超過半數的家長認為代間課程對幼兒是有益處的，有些家長從幼兒身上看到改變，其他家長但對於未來長遠的影響也抱持相當樂觀的態度。
四、幼兒對老人態度問卷中，認知向度的「辨別老人」與行為向度的「幼兒幫老人做事」兩項均達到統計上的顯著水準，幼兒對老人情感的問卷資料在統計上沒有達到差異的顯著水準，但是從現場觀察紀錄看來，幼兒確實是喜歡老人的。
五、代間課程經過篩選與修改之後確實可以執行。但在執行的過程中容易遇到幾個困難，1.不易徵募合適的老人2.教室空間有限，但這些困難都可以漸漸克服，因此代間課程的推廣與普及應該是指日可待的。
本研究提出以下的建議：
一、讓課程設計加入老人的意見與經驗，使老人可以成為課程活動適宜度的諮詢者，並加入參與老人的專長。
二、規畫代間課程時可以把時間加長一些，增加老人與幼兒的相處機會。
三、代間課程提供幼兒認識老人的機會，老人也拾回了童年的快樂與純真，教師與研究者亦從中得到許多美好的經驗，同時也釐清心中對老人的迷思與偏見。建議代間課程可以繼續推廣，造福更多的幼兒與老人。

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台閩地區老人狀況調查報告（89年版）【資料檔】。台北市：內政部。
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林美珍（民76）。兒童對老人態度之研究。教育與心理研究，10，85-104。
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謝美娥（民82）。老人長期照護的相關論題。台北：桂冠。
魏慧娟、蕭寶玉（民85，6月）。家庭識字方案的理念與實施：我國老人
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