隨著兩岸政治逐漸開放和兩岸文教交流日益頻繁，讀經教育必成為兩岸在推動文教中共同且重 要的關心議題。本研究的研究對象為兩岸小學實施讀經教育的校長、主任、教師及志工。所建置的 讀經教育量表，經探索性因素分析，量表總信度為 .97 ，具有不錯的信、效度。研究樣本包括預試樣 本 161 人（臺灣 84 人，中國 77 人）與正式樣本 300 人（臺灣 156 人，中國 144 人）。研究結果發 現臺灣與中國在知覺課程、運作課程、學習成效、班級經營成效、讀經推廣的平均數分別有顯著差 異。最後，建議鼓勵多元化讀經教學、融入科技與文化創新讀經教學、推動讀經教師研習、設置讀 經教學資源中心、成立讀經教師社群、放寬兩岸文教交流的限制、給予讀經經費等俾利兩岸在讀經 教育的政策方針。

With opening on the cross-strait politics gradually and becoming the cross-strait cultural and educational exchanges more frequently, the classics-reading education certainly become the common, important and concerned issues within the cultural and educational promotion in Taiwan and China. The participants of this study are principals, directors, teachers, and volunteers. The reliability of the developed Classics-reading Education Inventory is .97 through exploratory factor analysis, so that the inventory is with a good internal reliability and good construct reliability. The pilot sample (N=161) contains 84 participants of Taiwan and 77 participants of China. The formal sample (N=300) contains 156 participants of Taiwan and 144 participants of China. The study finds that there is a significant difference among perceived curriculum, operational curriculum, learning effect, classroom management effect, classics-reading education promotion in Taiwan and China individually. Finally, this study suggests encouraging the diversification of the classics-reading teachings, integrating the technological and cultural innovation into the classics-reading teachings, promoting the classics-reading study of the teachers, setting up classics-reading teaching resource center, establishing classics-reading teachers’ community, relaxing the restrictions on the cross-strait cultural and educational exchanges, giving fund and so on. So, it can contribute the classics-reading policy guidelines in Taiwan and China.