本研究旨在探討臺北市國中小英語課程銜接的相關問題與策略。研究者採用 「臺北市國中小英語課程銜接策略探討問卷」為研究工具。研究對象依隨機抽樣選出三百二十位國小五、六年級以及國中之英文老師，有效回收問卷為二百三十八份，無效問卷為十二份，總計有效問卷回收率約為百分之七十四。 本研究最主要之結果顯示，各銜接因素的重要性比較如下：(一)書面課程銜接最重要，其次是運作課程銜接，再其次是學習經驗銜接。(二)就書面課程銜接而言，提供銜接補充資料最為重要。(三)從運作課程銜接的來看，評量方式的銜接影響最大。(四)就學習經驗銜接的層面分析，了解國一新生的英語學習背景是其中關鍵。 根據本研究相關結果，研究者提出以下建議：(一)英語課程銜接的短期目標應為促進書面課程的銜接。教材出版者應提供國中小英語銜接補充教材，並調整國中英語教材的份量及內容難度。臺北市教育局應編纂及公佈臺北市國中英語課程綱要，並加強現有的英語教科書審查。(二)中程目標應促進運作課程的銜接。教育部應調整國中基測之英語測驗題型及內容；在英語教師方面，國中小英語教師宜採用多元評量、從國小高年級到國中逐漸增加紙筆測驗之比重、適當調整聽、說、讀、寫教學活動之比例以及使用多樣化的教學方法及練習活動。此外，補救教學的實施則是彌補學生英語程度差異的最有效策略。(三)就長程目標而言，應力求學生英語學習經驗的銜接。國中英語教師宜透過不同的方式和國小英語教師進行溝通，以了解國一新生的英語學習背景，如參與銜接會議、校際合作或其他方式。同時，國中英語教師可以參考區內國小使用之英語教材，來預測國一新生的英語程度。最後，也建議政府相關單位編纂標準化國一新生英語能力測驗，以協助進行七年級新生的英語程度評估工作。 / This study explores the continuity of English curricula between elementary and junior high schools in Taipei City. ‘Questionnaire on the Strategies for Connecting the English Curricula between Elementary and Junior High Schools in Taipei City’ was adopted as the research instrument. The participants included the English teachers of Grade Five, Six and junior high schools, randomly selected from each district of Taipei City. Three hundred and twenty copies of the questionnaire were delivered with 238 valid and 12 invalid responses returned; hence, the valid return rate is around 74%. The results were obtained via statistical analysis of the collected data. The continuity of written curricula is ranked as the most important, followed by operational curricula, and then learning experience. As for the continuity of written curricula, providing the supplementary materials is most emphasized. Concerning the operational curricula, the continuity of assessments takes the first place. With the continuity of learning experience, understanding the new 7th graders' English learning background is considered the most critical. Based on the results, some pedagogical implications are proposed as follows: 1.The short-term goal is the continuity of written curricula. The publishers could provide the supplementary materials and adjust the quantity and degree of difficulty of English textbooks for junior high schools. The government could publish the English curriculum guidelines for junior high schools in Taipei City and strengthen the review of English textbooks. 2.The mid-term goal is the continuity of operational curricula. The government is recommended to modify the task types of the BCT. The English teachers are suggested to employ multiple assessments, gradually increase the proportion of written tests, arrange different types of activities with appropriate proportion of the four skills, and exert diversified teaching approaches and activities. Still, conducting remedial instruction is the most effective strategy to bridge the gap of the students’ English proficiency. 3.The long-term goal is the continuity of students’ learning experience. The English junior high school English teachers should understand their new students’ English learning background by communicating with the elementary school teachers through meetings, cross-school cooperation or other means. Moreover, to evaluate the new seventh graders’ English capabilities, the junior high school English teachers could refer to contents of the textbooks employed by the elementary schools in the area, and also the government is advised to design a standardized English proficiency test for the seventh graders.

本研究主要目的在於了解藝術領域通識課程在高中與大學階段的銜接性狀況，以政治大學學生做為個案。採用質性研究的觀點，訪談修習過高中與大學階段之學生與此兩階段的開課教師，共計10名。訪談後將錄音資料轉為逐字稿，佐以文獻分析而獲得結論並提出建議。 　　根據研究結果，可發現無論是高中或是大學藝術領域之教師，在規畫課程上皆未考量銜接性因素，主要原因是難以掌握上一階段的學生學習狀況以及本於有教無類的思維。面對未考量銜接性的課程，教師改採取調整課程設計的方式以符合不同學習背景的學生所需。除此之外，教師也會採用多元課程內容與評量方式，活化課程並增進學生對於課程學習的興趣。大學校方也能提供適合藝術學習的場域，引導學生於生活環境中進行藝術學習。 　　學生若本身具備藝術學習的熱誠，則自然能於高中與大學階段持續修習藝術課程，並且主動於課餘時間攝取藝術知能，延續藝術學習。雖然此兩階段的藝術課程並未考量銜接性，然學生能經過學習後明確感受課程深度的差異，符合課程銜接性中順序性的考量。因此授課教師若能於課程進行前針對學生先備知識的詢問，了解學生學習背景，將更有助於藝術課程的銜接性。 / The purpose of this study was to understand the curriculum articulation status of general education on art subjects in National Chengchi University. The method of qualitative research was to interview college students and the teachers of the affiliated high school and university. The 10 members involved in the process were interviewed in depth. The interviews were recorded, transcribed, and then combined with document analyses. Finally, the conclusions and recommendations were drawn. According to the findings, teachers of the arts in either high schools or university do not consider the curriculum articulation in the course of lesson planning. The reason is mainly that it is difficult for teachers to grasp the students’ previous learning status and that teachers believe in the philosophy of teaching all comers without discrimination. Facing the curriculum without considering the articulation, the teachers adjust the course design so as to meet the students’ different learning backgrounds. In addition, teachers adopt diverse course contents and assessments, which helps activate the curriculum and enhance students' interest in learning. The university authority can also provide a proper field for learning arts, guiding students to learn arts in the school environment. Students who are enthusiastic about arts learning can naturally continue arts courses both in high school and in college and actively intake arts knowledge in their spare time, expanding arts learning. Although these arts courses during the two stages do not consider the articulation, students can still feel the differences in curriculum depth clearly, in line with the considerations of articulation in order. Therefore, if the teachers can know students' prior knowledge before class and understand the students’ learning backgrounds, it will further contribute to the articulation of the arts curriculum.