本研究旨在瞭解 X 縣幼兒入學準備能力與家庭環境、幼兒園環境的關聯，也探究幼兒性別、城鄉、家長教育程度不同，家庭環境、幼兒園環境及幼兒入學準備能力的差異，同時也透過教師和家長訪談、檔案資料搜集，了解幼兒入學準備的相關脈絡訊息。本研究以 X 縣的173 名五歲幼兒（城區 86 名，鄉鎮 87 名）為研究對象。研究工具包括《幼兒入學成熟水平診斷量表》、《家庭環境量表》，以及《幼兒學習環境評量表(修訂版)》和《幼兒園學習環境評量表 (課程增訂版)》。調查所得資料以描述統計、獨立樣本 t 檢定、單因子變異數分析、皮爾森積差相關、階層廻歸等方式進行資料分析，以及訪談錄音的逐字稿編碼整理、檔案資料歸納。本研究主要發現如下：
一、受試幼兒的數學準備能力、語言溝通準備能力與社會適應準備能力低於大陸的常模。
二、受試幼兒的家庭環境總體而言環境良好。「無身體懲罰」得分最高，「榮耀、情感和溫暖」得分最低。
三、受試幼兒園環境的總體環境品質、課程品質及教學法有待改善。
四、受試幼兒入學準備能力與家庭環境、幼兒園環境顯著相關。
五、城鄉及家長教育程度不同，受試幼兒的數學準備能力、語言溝通準備能力、社會適應準備能力、入學準備總能力、家庭環境、幼兒園環境有顯著差異；但是性別不同，受試幼兒的各項入學準備能力沒有顯著差異。
六、家庭環境中的「語言刺激」、「學術行為的刺激」、「多變化性的刺激」，還有，幼兒園環境中的「家長與教師」和「數學」，都是受 試幼兒入學準備總能力的重要預測變項。
七、訪談資料顯示，受試幼兒多能得到來自家庭的關愛和支持。教師與家長都很重視幼兒的教育，儘可能供給幼兒學習所需。只是，隱含其中的入學與戶籍政策、新居民積分管理指標體系的區隔，無形中拉大了城鄉差異，值得注意。
八、幼兒教育政策檔案顯示，政府施行的政策對幼兒園的規範管理與支持，使得幼兒園環境有優異的成果。然而，為提高幼兒園的課程品質，尚須注意加諸於教師的無關教學的繁瑣事務，以免對幼兒的入學準備帶來負面的影響。

The purposes of this study were to understand the relationships among school readiness of kindergartners in X County and their family environment as well as kindergarten environment, to explore the differences between kindergartners’ gender, urban and rural areas, parents' education level in family environment, kindergarten environment and school readiness of kindergartners, respectively. In addition, it was to understand the relevant information about school readiness of kindergartners through interviews with teachers and parents and collection of archival data. In this study, 173 5-year-old young children (86 in urban areas and 87 in rural areas) in X County were selected as subjects. The research tools included the Diagnostic Scale on Children’s Maturity for Schooling, the Home Observation for Measurement of the Environment (HOME), Early Childhood Environment Rating Scale-Revised Version (ECERS-R) and Early Childhood Environment Rating Scale-Curricular Extension to ECERS-R(ECERS-E). The survey data were analyzed by descriptive statistics, independent sample T-test, ANOVA, Pearson product-difference correlation, hierarchical regression and interview recording verbatim manuscript coding arrangement, file data induction. The main findings of this study are as follows:
1.The kindergartners' mathematical readiness, verbal communication readiness and social adaptation readiness are lower than the norms in mainland China.
2.The kindergartners’ family environment on the whole environment is good. "no physical punishment" scored highest and "honor, affection and warmth" scored lowest.
3.The overall environment of the kindergarten environment quality, course quality and the teaching method needs to be improved.
4.The ability of kindergartners’ school readiness were significantly associated with the family environment and the kindergarten environment.
5.There are significant differences between urban and rural, among parents education levels, in the mathematical readiness, verbal communication readiness, social adaptation readiness, school readiness, family environment and kindergarten environment. However, there is no significant difference between gender in school readiness of the kindergartners.
6."Verbal stimulation", "academic behavioral stimulation", "multi-variable stimulation" in the family environment, as well as "parents and teachers" and "mathematics" in the kindergarten environment, are all important predictors of the total ability of the kindergartners’ school readiness.
7.The interview data shows that the kindergartners can get care and support from their family. Teachers and parents attach great importance to children's education, as far as possible to provide children with learning needs. However, the implied separation between enrollment and household registration policies and the index system of new residents' points management invisibly widens the difference between urban and rural, which is worth noting.
8.The documents of early childhood education policy show the government's policy to regulate the management and support the kindergarten makes the kindergarten environment with good results. However, in order to improve the quality of kindergarten curriculum, it is necessary to pay attention to the tedious affairs unrelated to teaching imposed on teachers, so as not to bring negative impact on children's school preparation.

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