本研究以行動研究為核心方法，聚焦於學齡前幼兒鄉土教育課程的設計與實施，旨在探討如何透過在地文化融入教學，培養幼兒文化認同並回應其發展需求。研究藉由縱貫幼兒園與國小階段的教師訪談與能力差異分析，揭示不同學習階段兒童在語言結構、思維抽象性與文化表徵能力上的發展特徵，進而奠基課程設計的適性原則。
研究者透過訪談教保服務人員及低年級國小教師與研究兒童發展文獻來從中分析兩者的發展落差，在設計幼兒園三合院課程時研究者同時也指出國小教案的差異性，作為輔助的證明，進而歸納出適合學齡階段的「三合院」鄉土教育課程，課程融合語文、藝術與節令文化活動，貫徹五階段行動研究流程，在教學實踐中因應幼生的學習狀況來調整課程內涵與教學策略。
研究歷程分為課程規劃、實施與反思三階段，蒐集課室觀察、學習成果、教學札記、家長回饋與同儕回饋等多元資料。研究聚焦於三合院主題，讓幼生在生活情境中理解在地建築與文化意涵。結果顯示，幼生在認知上能辨識三合院主要結構並理解其功能；情意上展現對傳統建築的興趣與情感連結；行動上則主動參與拜訪三合院、清掃環境與主題創作等活動，展現出文化參與的行動力。課程實施亦促進教師在課程設計、教學觀察與文化整合能力等面向的專業成長。

This study adopts action research to explore the design and implementation of a local culture-based curriculum for preschool children, aiming to foster cultural identity and meet developmental needs through the integration of local culture into teaching. By interviewing teachers across preschool and early elementary levels and analyzing developmental differences, the study identifies key variations in language structure, abstract thinking, and cultural representation that inform curriculum design.
Through interviews with educators and a review of child development literature, the researcher highlights developmental gaps and compares preschool and elementary lesson plans. A culturally responsive *Sanheyuan*-themed curriculum was developed, integrating language, arts, and seasonal traditions. The five-stage action research cycle guided adjustments based on classroom observations and children's learning responses.
The research process included curriculum planning, implementation, and reflection, drawing on data from classroom observations, learning outcomes, teaching journals, and feedback from parents and peers. The results showed that children could recognize Sanheyuan structures and functions, developed emotional connections to traditional architecture, and actively engaged in related activities. The curriculum also enhanced teachers’ professional growth in curriculum design, instructional observation, and cultural integration.