本研究主要在探討美國啟智學前教育計畫與未來學校表現之間的關係。希

望能經由研究結果，提出可供我國在學前教育上參考之建議。本研究採整

合性分析進行研究，其樣本乃是從美國教育研究索引 ERIC資料庫中，對

有關啟智計畫對未來學校表現之文獻中，取得其中的二十二篇為研究樣本

。本研究使用LOTUS 電腦軟體對各研究中之相關係數再加以分析，並針對

其二十二篇研究進行同質性考驗。本研究穫得之結果為：一． 當二十二

篇研究報告納入分析時，其中的異質性相當高，故將樣本人數獨大者剔除

。針對十篇進行同質性考驗 所得之同質性高，故進一步探討其共同結論

。二． 參與啟智學前教育計畫之學生表現比未參加者在閱讀與數學能力

上要優、有較高的學習動機、對自己的表現有較高的滿意度、並對學校給

予正面的評價。此外，啟智計畫的學生被認定為低成就者或被編入特殊班

級的比例偏低，並較能適應學校生活且較獨立。三． 在比較參加啟智學

前教育計畫者與參加其它種類學前教育者之間的表現並差無差異，且有跡

象顯示：參加其它種類者之表現優於參加啟智教育者。本研究之建議為：

為了能解決貧困及偏遠地區之學前幼童就學問題，我國教育行政當局應成

立規劃小組，評估並設法解決這些幼童之就學問題，並由中央政府撥款給

各地方政府，實施類似啟智學前教育計畫的課程；給予願意擔任學前不利

兒童教學者較優渥的薪資，以吸引更多人投入此一領域。最後並提出未來

研究之建議以供參考。

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