自民國五十二年，本校前身(臺中師專)進行「兒童文學」課程之初步規劃後，該 課程之地位、授課時數屢經變動，因而使「兒童文學」課程中各部份教材之內容、比例分配 都應重新思考與檢討，並相對地有所調整。故對身為教學者的吾人，更直接的課題則是：應 如何選擇適當的教材？應如何有效進行教學活動？故藉參與專案研究之際，深入省思此一問 題，並產生較明確的構想，將之試行實施於教學、而有所修正，遂得以凝聚為本文，就教於 方家。首先，由目前國內各「兒童文學」課程教科書之論著分析、並參閱林文寶先生所撰「 師院『兒童文學』師資與課程之概況」，及鄭蕤教授之「師院通識教育『兒童文學』教材編 撰」專案研究中之問卷，可獲知：在當前師院「兒童文學」的教學活動中，無論教材、師資 ，包含教學者與學習者，都對於「發展史」部份顯然的較忽視。其次，因應前述之考量與省 思，筆者嘗試對「兒童文學」教材重加規劃，內容上不僅是廣泛地敘述史實，而須呈現發展 階段，凸顯轉變關鍵。故因應各國、各時期之發展特性，間採各種研究法之觀點處理史料， 以引導學生自不同角度觀察文學發展，且為配合未來課程之「分體賞析」，於敘述發展要點 中並簡介重要作品與作家之發展地位，俾便同學建立通盤認識。最後，並檢附兒童文學發展 史之教學示例，以具體呈現教學進度、教學策略、教學成效等個人試行後之研究心得，以落 實行動研究、改進教學之預定目標。

　　　　　This college's predecessor (Taichung Teachers College) first formulated an experimental "children's literature" curriculum in 1963. since then, this curriculum's status and number of teaching hours have changed repeatedly, and the content and relative importance of different sections of the teaching materials have been reviewed and adjusted on the basic of new thinking. As instructors, the most immediate issues for the authors are: How should suitable teaching materials be selected? How should activities be carried out in the most effective manner? A research project was carried out to deeply investigate these questions and create a clear scheme for this curriculum. The instruction performed according to this scheme, and modifications made thereafter, form the subject of this paper. Firstly, the authors have looked at analysis of various domestic "children's literature" textbooks and consulted the results of surveys taken as part of Lin Wen-pao's research project "General Situation of Instructors and Curriculum in the National Taichung Teachers College 'Children's Literature' Program's and Prof. Cheng Jui's project "Teaching Material Production for the 'Children's Literature' Portion of the National Taichung Teachers College General Education Program." It was found that within current instructional activities undertaken in connection with the "children's literature" program, teaching materials and instructors both clearly tended to neglect the "developmental history" portion. In addition, in response to the aforementioned considerations, the authors have formulated suitable teaching materials for "children's literature." The content of these materials not only broadly describes historical facts, but should also depicts developmental stages and highlight key transformations. Addressing the developmental characteristics of various periods and various nations, historical materials have been dealt with by selectively adopting the approaches of different research methods in order to encourage students to view the development of literature from different angles. In conjunction with the "separation of appreciation and analysis" in future curricula, the description of key developmental episodes features brief introductions to the crucial role of key works and authors, thereby helping students to gain a broad understanding. Finally, attached examples of teaching children's literature provide a concrete demonstration of teaching strategies, teaching pace, and teaching effectiveness acquired through personal application of the new curriculum. It is hoped thereby to realize the goals of carrying out an action research and improving instruction.