本論文採自然觀點、質化方式，以深度訪談、教室觀察與文件分析，並欲輔以問卷調查等工具收集、分析與計畫相關之資料，試圖呈現由台北市教育局主導推動的國小三年級英語實驗教學計畫第一年的實施現況，探討課程實施初期各方意見及態度，理想與現實的落差。 全文共分為六章。第一章導論部份說明研究問題之背景與研究動機。由於國際化腳步日益加速，外語教育的提前，尤其是英語，早已成為社會大眾與教育當局關切之議題。台北市教育局於八十六學年度擇定十九所小學，由三年級開始進行為期四年的英語實驗教學。第二章文獻探討部份，除了陳明課程實施之相關理論研究之外，也列述目前台灣各地區小學英語教學實施之現況。第三章研究方法說明採行的研究工具與步驟。並於電話初探各校接受教室觀察之意願時，發現實施初期任教老師教學信心不足、排斥外界參觀之現象。 第四章主要分析此英語實驗教學計畫與課程之內容與特點，並對實際觀察的五個班級做一完整的教學概況描述。本章結論為：在計畫部份：一、實施年級，由前次計畫的五年級降為三年級；二、師資方面，教育局希望由學校級任老師來擔任；三、教材方面，學校不需自行準備教材第一年由教育局免費提供；四、實施方式，希望以說唱遊戲化方式進行；五、計畫目標以培養學生學習興趣為主，學到多少並不重要。在課程方面：一、實驗課程之設計與教材之編製由司馬老師一人擔任；二、課程理念以設計者本身二十多年之教學經驗所構成，並無確切之學理依據。三、教學方式以系統化關連學習、重複練習為主；四、學習評量方式並未明確說明。關於實際教學部份︰一、教師對課程之瞭解主要來自於職前訓練與期中回流研討會；教師教學方式以圖卡為輔，進行反覆練習居多，並不見唱誦教學二、師生互動︰以一對全班方式進行；三、教學評量以上課表現為主，並無回家作業與紙筆測驗；四、上課氣氛，個別班級有異但仍呈現輕鬆愉快的氣氛。 第五章焦點在於呈現教育局之理想與實際實施情形之落差，以及各方人員意見。主要發現為︰一、師資部份，社會大眾質疑級任老師教學能力致使實施初期教師承受不小壓力，教師本身雖具教學熱誠但教學信心不足；二、教育局對師資標準的要求與學術界人士之意見不一；三、師資培訓時數不足，成效待檢討；四、教材方面︰學術界與補教人士批評課程缺乏學理依據不符當今英語教學潮流，教師則認同課程設計者之理念，但也期望課程加入更多遊戲供教師參考。五、教學方面，教育局期望以說唱遊戲化方式進行，但實際教學時教師則多以覆誦練習居多，六、教學份量過多教學時數不足為教師主要遭遇之困難；七、近三分之二學生對此英語學習感到有興趣。 第六章為結論與建議部份。盼教育當局能儘速推動師資證照制並提供系統化之師資培訓課程以消弭社會大眾之疑慮; 國小英語課程目標也應更加明確與具體化。

In a naturalistic, quantitative perspective,this paper aims to present ageneral picture of the first-year implementation of the four-year experimentalexperimentalEnglish education plan, which is initiated by the Taipei EducationBureau.By using the tools of interview, classroom observation and documentanalysis, the present researcher attempts to show the different viewpointsfrom various people inside and outside the program and the gap between idealand reality interms of curriculum implementation. Chapter 1 indicates thebackground problem and research motivation in this study.The Taipei EducationBureau initiated a four-year experimental English education plan on the elementary schools from 1997 school year. The third-grade pupils at nineteen selected elementary schools participated in this program. Chapter 2 reviewsrelevant studies and theories on curriculumimplementation and the situation ofchildren's English learning in Taipei. Chapter 3 explains the research tools and procedures. Chapter 4 pinpoints the characteristics and the content of this plan. The curriculum itself and five profiles of the observed classes are also manifest.As for the plan, 1.The grade for implementation is the third-grade. 2.The bureau originally hopes that the homeroome teachers can be theEnglish teachers.3.The bureau freely provides teaching materials in the first year. 4.It is hopes to teach children in ways of speaking, chanting, singingplayfulness. 5.The major goal is to help children develop positive attitude toward English learning; how much the pupils actually learn is not the point.In terms of the experimental curriculum, it is found: 1.This experimentalcurriculum is designed by only one teacher--Ms. Sormark. 2.Thephilosophy ofthe curriculum is based on the curriculum designer's own teaching experience.No salient theoretical evidence is provided. 3.The teaching methodology is composed of correlated learning, systemasitc learningand repetition learning.4.The method of assessment is not clearly specified. With respect to actual teaching and learning, it is found that, 1.Teachers' understanding of thecurriculum comes from in-service training and in-term follow-up sessions; Teachers use flashcards to conduct rote learning. 2.The interaction is the type of one teacher to the whole class. 3.Assessment isbased on in-class performance. No homework and paper-and-pencil tests arerequired. 4.The class-room climate is quite pleasant. Chapter 5 is focused on presenting the dis-crepancy between ideal and reality and the opinions from other affected people. The main findings are: 1.Teachersource: The public question teachers'qualification, although teachers are enthusiastic but they are not veryconfident. 2. bureau has different standard on teachers' qualification withthe public and the language education experts. 3.Teaching materials:The academic people and teacher of private English institute criticized that thethis curriculum lacks theoretical support, and it is not trendy. However, theteachers recognize the curriculum designer's idea, but they also admit that more games and activities should be added in the curriculum. 4.Teaching and learning:The bureau hopes that students can learn in a way of singing, chanting and flayfulness; however, they learn through repetition and speaking.The major problems for teachers are that teachinghour is not enough and the teaching content is too much. 6.Almost two-third ofthe pupils maintain thatthey like English learning. 7.The training hours ofteacher training is not sufficient, and the effects of teacher training shouldbe re-evaluated. Chapter 6 is the conclusion of this study and some suggestions. It is hoped that thegovernment can enhance teachers' teaching capacity by providing more teachertraining courses and setting up teaching certificate to erase the public's doubts and criticism. With regarde to the objectives of English learning and teaching at the elementary schools, it is suggested that the goals and the objectives should be more concrete and clearer.