本研究根據Bronfenbrenner生態理論中間系統的層面與特質，編擬一套測量我國家庭與幼兒園中間系統的測量工具，經過二次專家效度檢驗與預試，再進行正式施測與探索性因素分析。研究發現：1.幼兒家長與幼兒教師的分析結果類似，家長版出現「同盟」、「間接溝通」及「直接溝通」三個因素，而教師版出現「同盟」及「直接溝通」二個因素；且二個版本的因素問項雷同。2.由這三個因素所構成的家長版及二個因素構成的教師版「家庭—幼兒園中間系統量表」具有可接受的內部一致性信度與建構效度。3.除了「權力的平衡」層面的問項完全消失外，中間系統所表述的其他概念（正向情感、目標有共識、多重場所的參與、間接連結、場所間知識的溝通）大部分都適用於我國的家園互動；但國內幼兒家長與幼兒園的互動不像中間系統所述有許多不同的層面與特質，而是由幾個組合的因素來解釋。

The purpose of this study was to construct a Family-Kindergarten Mesosystem Questionnaire based on Bronfenbrenner’s ecological theory for Chinese parents and kindergarten teachers. The exploratory factor analysis showed that the family-kindergarten interaction could mostly be explained by three factors (affiliation, direct interaction, and indirect interaction), and the factor items for the parent sample and the teacher sample were similar. Except for the “indirect interaction” factor of the Teacher Questionnaire, all the factors extracted had acceptable reliability and validity. The results were discussed from three perspectives: 1. Its consistency with the complicated dimensions and principles of the mesosystem as Bronfenbrenner proposed. 2. Its similarities and dissimilarities with literature findings. 3. the implication for the appropriateness of direct application of western theories in Taiwan. Suggestions for future research directions and questionnaire constructions were discussed.