關鍵詞：蒙特梭利教育; 蒙特梭利語文教育; 原住民幼兒; 語文能力; Montessori education; Montessori language education; Indigenous children; Language ability;

中文摘要：本研究以非部落及部落的原住民幼兒園為研究對象，瞭解兩間幼兒園同時使用蒙特梭利語文教育後，幼兒語文能力的表現與差異。本研究採取量化研究的方式進行分析，研究對象為兩間原住民幼兒園，一為部落幼兒園人數19人，二為非部落幼兒園人數20人，共39位5～6歲的幼兒。研究主要發現有三：（1）在聽覺詞彙與閱讀理解能力方面，部落幼兒在實施蒙特梭利教育後皆有明顯的進步且具顯著性；（2）而非部落幼兒在聽覺詞彙及閱讀理解的能力也有明顯性的進步；（3）實施蒙特梭利語文教育後，部落與非部落幼兒在語文能力的差異，則是非部落幼兒明顯優於部落幼兒。因此，蒙特梭利語文教育的介入，確實能提升原住民幼兒在聽覺詞彙與閱讀理解的能力。

英文摘要： This study investigated the difference in language proficiency between tribal and nontribal indigenous children after implementing the Montessori language education. Quantitative data were collected and analyzed. The research participants were 39 indigenous children (age: 5 ~ 6 years) from two indigenous preschools in Taiwan: a tribal preschool (19 students), and a nontribal preschool (20 students). The results show that (1) the students from tribal class progressed significantly in their listening vocabulary and reading comprehension, (2) the students from nontribal class progressed significantly in their listening vocabulary and reading comprehension, (3) the students in the nontribal class performed significantly better in language proficiency. Thus, implementing the Montessori language education enhanced the participants' listening vocabulary and reading comprehension.