本文探討教學理論的發展對兒童英語教學訊息設計（包括訊息內容、訊息策略、及教學活動）之影響，指出不同教學理論及其訊息設計原則都因為有其範圍而造成發展上的限制，並以「芝麻街美語」為例，說明兒童英語教學訊息設計不宜偏重任何一種教學理論或訊息設計理論，更不能因為理論之間的差異而忽視它們在教育上的價值，相反的，應將不同的教學理論及其訊息設計原則整合在教學活動當中，相輔相成，發揮互補的作用。換言之，兒童英語教學可以採用多種教學方法來實施教學活動，根據教材內容、兒童的認知結構以及不同的情境，擬定教學策略，將教材、教法和教學活動互相搭配、靈活運用，讓兒童在豐富的學習環境與各種有趣的、具挑戰性的教學活動中，和老師、同學頻繁互動，循序漸進的學好英語。

　　　　　This article reviews the influence of teaching theories on instructional message design. (including message contents, strategies, and teaching activites) for teaching English to children. The author uses the Sesame Street program as an illustration to stress that no teaching theory or message design theory should be neglected because of their respective differences. On the contrary, the instructors or message designers should complement teaching theories and message design principles with one another. In other words, they may implement teaching activities using different methods, and coordinate teaching materials, teaching methods and teaching activities according to t content, the children's cognitive structures, and the contexts. By doing so children can interest frequently with teachers and classmates in a rich learning enviorment with interesting and challenging activities, and thus learn English step by step.