摘要
本文探討臺南市小小解說員的養成與解說效果，小小解說員是培訓國中小學生來解說學校附近景點或校園環境，藉以培養學生親鄉、知鄉、愛鄉的情懷。 小小解說員培訓活動是從本土教育做發想，因此第二章探討臺灣歷年來鄉土教育的發展，從日治時期、戒嚴時期、醞釀期到正式課程期作探討，並整合脈絡，發現小小解說員的發展是從家鄉守護的概念及九年一貫開放教育開始，各校編撰校本課程，並需要有多元性評量及永續發展策略，正好以小小解說員培訓串聯整個課程。 並用問卷調查方式，調查2010年（民99）執行小小解說員培訓的11個學校，經由分析學生及老師的問卷及回饋，做成對小小解說員培訓的滿意度分析及建議。
並列摘要
This study discusses the training of little narrators in Tainan and the effects of narration. Elementary and junior high school students are recruited and trained to commentate on scenic spots around school or school environment. During this process, students will develop feelings and love for their community, and increase their knowledge about their neighborhood. The little narrator training activity was inspired by local education. Therefore, Section 2 discusses the development of local education in Taiwan, which traces back to the Japanese Occupation Period, the Martial Law era, preparation period and formal training period. This study finds that the concept of little narrator originated from the idea of community protection in 1999, and started from the Grade 1-9 Curriculum, during which schools began to design their courses and were trying to adopt diverse evaluation standards and sustainable development strategies. Therefore, the training course of little narrator could fulfill such purpose. This study conducted a questionnaire survey in 11 schools that provided little narrator training courses in 2010. Based on the survey results, this study analyzed students’ and teachers’ responses and their degree of satisfaction on the course, and proposed suggestions for future training.