混齡教學是德國改革教育學中重要的倡議，也是近年來因應少子化趨勢下的政策方向之一。此研究實地訪談德國巴登－符騰堡邦的三所公立學校之校長與教師，試著從其經驗中探討混齡教學的意義與優勢，以及其所面對的問題與執行混齡教學所需要的相應條件與配備。 研究發現指出，教師們咸皆認為混齡教學能夠回應個別差異，強化學生的社會學習；其所面對的問題，除了差異化的處理與備課的負擔外，最是缺乏的是行政上的支援。此外，為了要讓混齡教學發揮最好的成效，教師需要調整觀念，有效組織課程與教學；施行時需由下而上並建立協力團隊；而與家長和學生之間的三方溝通亦同樣重要。在研究討論中則聚焦在教師最大的難題上－差異化的面對與應用，以及混齡教學的重要核心要素。結論中則進一步針對教育政策提出相關建議。

Multi-graded teaching is an important initiative in the reform pedagogy in Germany and has been one of the policy directions in response to the declining birth rates in recent years. This study conducted on-site interviews with principals and teachers from three public schools in Baden-Württemberg, Germany, aiming to explore the significance and advantages of multi-graded teaching from their experiences, as well as the challenges they face and the necessary conditions and resources for implementing multi-graded teaching. The findings of the study indicate that teachers generally believe multi-graded teaching can address individual differences and strengthen students' social learning. The main challenges they face include handling differentiation and managing the burden of lesson preparation, and especially encountering a critical lack of administrative support. Furthermore, to maximize the effectiveness of multi-graded teaching, teachers need to adjust their mindset and organize curriculum and instruction effectively. Implementation requires a bottom-up approach and the establishment of collaborative teams. Effective communication with parents and students is equally important. The research discussion focuses on the teachers' major challenges in facing and applying differentiation and the essential core elements of multi-graded teaching. The conclusion provides relevant recommendations for educational policies.

小學教師、混齡編班、混齡教學、德國教育

German education, multi-graded classes, multi-graded teaching, primary school teachers