本研究在探討幼兒園大班識字教育的實驗效果。本研究以花蓮地區某所私立幼兒園大班29位幼兒為研究對象。活動正式進行前，先以較具體的「聖誕樹」為試驗性研究，根據活動結果，修正活動進行的方式，然後，進行四天較抽象概念的「寵物」文字。本研究以錄音、訪談、教學檔案、以及教師的省思等資料進行分析。研究結果發現：兩次識字教育，幼兒識字的方式，大多數都是循著「圖→拼音→字」的順序；而幼兒皆表示喜歡這種主動學習的方式。根據研究結果，本研究提出建議，以供學校、教師、家長，與相關單位和未來相關研究的參考。

The purpose of this study is to explore a character recognition teaching experiment for kindergarten children. There were 29 kindergarten children who come from Hualien, Taiwan. We used the character recognition cards teaching method to collect the activity data. The concrete characters “Christmas Tree” was used as a pilot study and according to the activity results we rectify the activity procedure. In further study, we used the abstract character “pet”. Through two character recognition activities, we can make a conclusion that the majority of children’s recognition character types have the following process “picture—spelling—character”. Based on the results, this study serves as a springboard for further discussion and can offer suggestions and directions for both kindergarten teachers and advanced researchers.