辨與變：我國偏鄉小學混齡教學體制的迷思與展望

The Myths and Prospects of Multi-Grade Instruction in Rural Elementary Schools of Taiwan

隨著社會人口結構變遷與經濟環境的轉變，偏鄉地區小學普遍面臨了規模縮減，學生數逐年稀落的處境。偏鄉小校推動混齡教學體制，成為轉型裁併政策之外的另一種對策，並能與國際趨勢接軌。然而，近幾年來國內運行狀況顯示，我國混齡教學的推展現況並未觸及深水區，邁向成熟的混齡教學之路，仍有一大段路要走。本文乃嘗試釐清混齡教學現存的一些迷思，並針對我國混齡教學政策的落實之道，提出幾點看法。期待能為國內偏鄉學校的混齡教學體制添加正向的推動力量，也為增進偏鄉小校學生的學習福祉有所助益。

Due to the changes in the demographic structure and the economic development, elementary schools in rural areas generally face a reduction in size and the number of students are sparse year by year. The promotion of the multi-grade instruction system in rural schools has become another countermeasure in addition to the transformation and consolidation policy, and it is also in line with the international trend. However, the domestic operation situation in recent years shows that the promotion of multi-grade instruction in our country has not touched the deep water area. There is still a long way to go to mature level. This article attempts to clarify some existing myths in multi-grade instruction, and provides some recommends for the implementation of the multi-grade instruction policy. We look forward to adding a positive impetus to the multi-grade instruction system in rural schools, and it will also help improve the learning and well-being of students in rural elementary schools.