本文討論語文課程設置民間文學實地考察專題的可行性，以及實際操作時的一些基本概念與建議事項。民間文學實地考察的整個過程，大體是找人「說」故事給考察者「聽」，然後考察者將所聽聞的故事「寫」下來給別人「讀」。這一過程完整涉及語文教學的聽、說、讀、寫四個基本要項，應可融入語文課程，使成為一個訓練學生聽、說、讀、寫認知與實踐的課程單元。課程設計時，建議規仿學術工作人員的實地考察經驗，以便使整個作業有據可依；但也應視授課對象和教學目標加以調整，以適應語文教育之多元特性與需求。
This paper discusses the feasibility of setting up fieldwork of folk literature in Chinese courses. Carrying out field investigations of folk tale or folk song involves all fundamentals aspects of language education. Students should be capable of finding people to tell the story, and turning the spoken story into text records. This process involves listening, speaking, reading and writing, which are the four essential elements in literature teaching. This paper states that integrating folklore fieldwork into Chinese courses enhances students' literature and cultural capability.
