臺灣的國小教育中，國語文指導長久以來以語文技術習得為主要導向，使得重視文學性與思考性的兒童文學與學校教育中的文學教育，始終無法有效地相互調和與運用。有鑑於此，本文主要透過文獻分析法以及內容分析法，回溯戰後初期臺灣國小文學教育的特徵。文中首先論述國小階段兒童文學與文學教育的關係。再分析臺灣戰後初期的相關文獻、條例、課程標準，以了解當時的社會和教育環境。爾後進一步聚焦於戰後初期的國小國語課程中的文學教育，分析戰後初期的國小國語教學相關文獻、文學文本以及文學教案。在文學文本方面，選定日治時期與戰後初期共計8篇的文學教案進行分析。最後依據文獻分析以及內容分析的結果，對戰後初期的文學教育特色做一統整。本研究結論摘述如下：1.「鄭成功」文本的分析結果顯示，日治時期以及戰後初期的文學文本，同為國家意識傳遞的工具；2.當時的文學教案中所設定的教學目的，顯露戰後初期國家意識深入文學教育的現象；3.戰後初期的教學教案分析結果顯示，當時的文學教育有偏重語文技術面學習的特徵；4.戰後初期的國語課程標準中所揭示之兒童文學的重要性，以及文藝教材教法的特殊性，未在當時的文學文本和文學教案中呈現。

Abstract Children’s literature values literariness and imagination, but language education in Taiwan mainly emphasizes language skill acquisition. This makes it diffi cult to integrate children’s literature into language education. This article takes a historical perspective to analyze the characteristics of elementary school literature education in Taiwan in the early post-WWII period. It fi rst discusses the relationship between children’s literature and literature education in elementary school. It then analyzes related literature, documents, and curriculum standard to have a better understanding of the social and educational environment at that time. Furthermore it focuses on literature education in language education and analyses related teaching materials, literature texts, and lesson plans of that period. In aspect of literature texts, the story of Zheng Cheng Gong was chosen as it was the common material in both the colonial and the early postwar periods. As for lesson plans, eight of them were chosen and analyzed from an archive of lesson plans at that time. At last, based on literature analysis and content analysis, this article presents a profi le of literature education at the early postwar period. The conclusion is as following: First, text analysis of the story of“Zheng Cheng Gong＂indicates that literature texts at both the colonial and the early postwar period transmitted national ideologies. Second, the objectives of lesson plans reveal that national ideology was rooted in literature education at the early postwar period. Third, theskills. Fourth, despite the remarks in language curriculum standard of the importance of children’s literature, it was not presented in literature texts and lesson plans at that time.