現此時ê 母語教材傷過以語言做中心，無照顧著母語佮地方社區ê 連結，佮口語文化傳統ê 連結嘛仝款無夠。爲著欲提升教材ê 在地性，促進學生母語學習，本文徛佇地方為本ê 教育理念，運用家庭佮社區ê 語言文化基金，佇國小進行師生共同參與ê 地方為本母語讀寫教育。本文ê 結果會當歸納如下：七字仔創作教學會當提升囡仔ê興趣佮動機；教囡仔雙語讀寫是有可能ê；在地七字仔讀寫教學是真好ê 教育方式；學生學會曉傳統唸謠ê 表達型式；共在地為本教育理念融入母語讀寫教育，毋但有可行性閣會當達成重要ê 教育目標。

Current mother tongue materials focus more on linguistic aspects, and pay little attention to the connection between mother tongue and community. These materials also fail to connect mother tongue with the creation of traditional oral culture. This paper documents our efforts to implement a chhit-ji-a literacy program. Based on place-based education, the paper attempts to localize mother tongue materials by creating a place-based chhit-ji-a materials, and uses these materials to teach primary school students reading and writing chhit-ji-a with their teacher. The findings of this paper can be summarized as follows: 1. Chhit-ji-a can raise students' motivation, they enjoy reading and writing Chhit-ji-a; 2. It is possible to teach biliteracy in primary school, as mother tongue and second language is interdependent, literacy skill can also transfer; 3. Chhit-ji-a literacy education is a good way to teach mother tongue: students' language skills are improved, their local knowledge and love for the local are also deepened; 4. Students can learn to write local places in the form of traditional rhyme folksong; 5. It is feasible to integrate place-based education with mother tongue literacy, and it can achieve important educational goals.