本研究之目的為探究全語文概念融入蒙特梭利教學中，對幼兒及教師的收穫與成長。研究對象來自蒙特梭利幼兒園的師生，依其生理年齡、家長教育程度與家庭社經地位等基本條件進行配對選取，最後選出13名3－6歲混齡的幼兒，參與一年全語文融入教學的研究，並採用質性資料蒐集與畢保德圖畫詞彙等測驗工具，以評量幼兒在融入全語文概念前後的改變。最後依研究目的進行分析與歸納，研究結果指出對幼兒而言，在文字知覺、口語理解與表達能力、仿寫動機與書寫能力及聽、讀詞彙理解能力皆有提升，並學會使用文字記錄為事情做規劃。對教師而言，教師在全語文概念融入蒙特梭利教學後，善用經驗圖表以記錄師生間的對話，且重新深入認識蒙特梭利語文教育，不再只是單純關注幼兒在寫字準備度上的考量，而是能適時提供幼兒主動產生學習的動機，並在蒙特梭利文化教育中發展以幼兒興趣為主的語文活動。

The purpose of this study is to examine the results of applying the philosophy of whole language to Montessori Method. The participants were the teachers and students at a preschool in Hualien, Taiwan. Thirteen students between three and six years of age were included in the study. They were selected and compared with respect to such background factors as their parents' level of education and socioeconomic status. The students underwent one year Chinese language course, before and after which data was collected using qualitative methods and the Peabody Picture Vocabulary Test-Revised (PPVT-R). The approach and main findings were: (1)Student improvement: After completing the six-month course, the students had made significant progress in character recognition, listening comprehension, expressive ability, writing ability, and listening and reading vocabulary. They also learned how to make written plans; (2) Teacher improvement: By applying the whole language approach to the Montessori Method, the teachers participating in this study learned how to use an experience chart to keep a record of their interactions with students. They also deepened their understanding of Montessori language education. Moreover, instead of giving all their attention to writing, the teachers learned how to encourage their students to engage in self-motivated learning. Finally, the teachers learned how to develop language activities based on their students' interests for use in the Montessori cultural education.