過去許多幼兒園使用坊間教材、簿本教學，隨著幼托整合政策的實施，幼教師被期待自行設計主題課程，這對長久以往依賴套裝教材的幼教師而言是一項重大的挑戰。擺脫簿本和坊間教材後，幼教師必須發展具有幼兒園特色的課程；同時在教學策略上，也必須從以往以教師為中心的思路，翻轉成以幼兒為中心的課程脈絡。本研究以2014年教育部教學卓越獎幼兒園組複審的方案共25件，採文件分析（document analysis）方式，提供幼兒園實施主題教學活動成功的案例與分析，敘述這些方案中如何以幼兒為主體，發展具有幼兒園特色的主題教學課程。本研究發現得獎方案所具有的共同特色包括：提供幼兒實際動手操作的機會；善用有限資源創造無限教學環境；親、師、生共同協作，鷹架幼兒學習；採用多元教學技巧引導幼兒學習；融入不同學習領域，統整幼兒經驗；主題融入學習區，提供自由探索建構的機會。

In the past many preschool teachers in Taiwan adopted the use of published textbooks and workbooks to organize their curriculum. However, today early childhood teachers are expected to design their own thematic curriculum, which has been a challenge for many. Early childhood teachers have to integrate local cultures into their curriculum. They also need to make a shift in teaching styles from teacher-centered to student-centered instruction. Employing the use of document analysis, this study analyzed the 25 early childhood programs included in the 2014 Teaching Excellence Awards final list to understand how teachers developed localized thematic curriculum focused on young children. The results showed there were six common characteristics of the final award winning programs: providing children hands-on opportunities, using diverse instructional strategies to guide children’s learning, creating rich learning environments with limited resources, teachers, parents, and children all working together to scaffold children’s learning, combining diverse learning areas with children’s experience, and integrating thematic learning centers to provide children opportunities to explore and construct meanings.