本研究旨在調查當前在台南地區的有關小銜接實況。研究對象爲國小一年級老師與家長及幼稚園大班老師與家長共發出2130份問卷。回收有效問卷1517份（佔71.22%）。其中國小教師104人，國小家長1135人，幼稚園教師73人，幼稚園家長205人，問卷回收率分別爲61%、87%、45%及41%總回收率爲71；其中幼稚園教師及家長回收率偏低，其原因爲幼稚園私立居多數，雖經重複寄發問卷加上寒假假期仍不易回收問卷。 本研究經問卷調查及訪談調查發現如下：(1)幼稚園教師提前教注音符號將近九成，而且有八成幼稚園教師認爲他們重視幼兒能專心聽講；在生活適應方面，依序培養幼兒能主動表達自己的需求與生活自理能力。(2)國小教師雖不反對幼稚園教師提前教注音符號，但是他們在學習方面較重視學生能專心聽講及學習動機的養成，在生活適應與學習方面，他們比較困擾是有關於教室班級經營上無法遵守常規，如上課才要上廁所。(3)不論幼稚園或小學家長皆以幼稚園提早教注音符號爲常態而且是必要的，其次他們較重視兒童個人需求的滿足，最後才重視兒童是否有養成國小教師偏愛的良好教室行爲。(4)在當前環境生態下，缺乏政策支持，不易實施生態模式的幼小銜接。並根據研究結果提出建議，供教育當局、國民小學、幼稚園教師與家長參考。

The purposes of this study were to explore the real situation of kindergartens' children transiting to the first grade in elementary school in Tainan area. The target subjects were: first grade teachers in elementary schools, kindergartens' teachers and the parents of elementary schools and kindergartens. The available questionnaires were 1,517 among 2,130 (71.22%). The available elementary schools first grade teachers were 62%, parents of elementary schools were 87%, kindergartens teachers were 46% and parents of kindergartens were 41%. The response rates of kindergartens teachers and parents were low because most of the kindergartens were private and failed to finish the questionnaires. The other reason was the researcher sent the questionnaires to subjects were during the winter vacation and it was difficult to obtain feedback from the questionnaires. Based on the frequency and percentage, the result could be summarized as following: 1. The ratio of kindergartens teachers taught the phonetic symbols almost reached 90%. There were 80% teachers emphasis the children had a good habit of concentrate their attention on study. In the other hand they cultivate the children could express their own needs and take care themselves. 2. Although the elementary teachers agree to teach phonetic symbols at the kindergartens, they emphasis the children could concentrate and promote the motivation to study. However, they felt disturbed by the behaviors of children at the classroom included the children could not follow the rules, such as go to the restroom in the class or left the seats. 3. Regardless parents of kindergartens or elementary schools taught phonetic symbols ahead of time as a matter of course. Then they emphasis the children could content with their needs. Finally, they concerned about the habits that the children should keep to pleased the teachers at the classroom. 4. It was difficult to address the development model at the Tainan area because lack of the policy and funding supporting. According to the result of this study, the research proposed several suggestions to educational administration and elementary schools and kindergartens and parents.