本研究採用質性研究法，主要針對幼稚園階段中文作為第二語言的課程研究，對象是香港某（IB）學校（幼稚園），旨在探討以圖畫書為媒介之幼兒中文課程，在 IB-PYP（Primary Years Program, 簡稱PYP）項目中實施的歷程、成效以及遇到的困難。透過課堂觀察、教師訪談、幼兒作品蒐集資料，進行歸納和分析。研究結果如下：1. 圖畫書是IB-PYP項目探究的工具，亦是引導主題概念的形成及發展探究歷程的重要資源，從而激發幼兒學習中文的興趣。2. 藉由圖畫書進行探究式的中文學習模式，可幫助幼兒運用語言進行探索與表達，幼兒亦會及時反思和做出結論，從而發展出各自獨特的創意書寫行為。3. IB-PYP項目主題課程的規劃與圖畫書的選擇，以及實施主題課程中的教學策略，是教師在IB-PYP項目教学中遇到的主要問題。This research adopts a qualitative research method, mainly focusing on the curriculum study of Chinese as a second language. The target group is one of the Hong Kong (IB) schools (kindergarten). The study aims to explore the effectiveness and difficulties of implementing (Primary Years Program, PYP for short). Through classroom observations, teacher interviews, and children’s works, information has been collected for induction and analysis. The findings are as follows:1. Using picture books is the investigation tools in IP-PYP project. Picture books are the significant assets in children development which stimulates children’s interest in learning Chinese.2. Inquiry learning through picture books can help children effectively use language for expression. Children can also do reflection and make the summary in an instant way, also gradually develop their own creative writing language.3. The choice of picture books, the plan and the execution of IB-PYB project are the common obstacles that teachers may encounter. Copyright © 2020 香港教育大學中國語言學系、哥倫比亞大學中文部、中華書局（香港）有限公司.
