笔者通过在海外实际教学和生活的体验，深刻感受海外幼儿汉语学习者增加和海外幼儿汉语教材针对性不足的现象，这些现象一方面让海外汉语教学者为幼儿学习者人数增加的情况感到欣喜，另一方面使他们对于幼儿汉语教材缺乏针对性以及所导致的教师无法达到有效教学的现状感到忧心。本研究以美国明尼苏达州双城区中文沉浸式学前班使用的《快乐幼儿华语》为例，从美国的教育观、美国的中文教育目标、州政府的中文课程开发指南，以及当地学校的汉语教学设置等角度进行分析，探讨适合当地的幼儿汉语教材的特点。笔者将明尼苏达州教育局编制的《中文语言项目课程开发方案》中适合学前班的课程开发指南的标准和《快乐幼儿华语》的教材内容做比较；又以当地学前班使用的《What your kindergartner needs to know》为主题式课程内容的内容细项为参照，对《快乐幼儿华语》的主题内容进行分析，此外作者还根据自己的实际教学经验与反思提供了当地学前班课程计划与《快乐幼儿华语》的运用手段，从这些分析可以了解《快乐幼儿华语》适合当地学前班使用的原因。笔者不仅介绍了《快乐幼儿华语》这套教材的编写原则和配套资源，还分析了教材的词汇内容、词汇量、主题内容和主题数量，透过这些分析可以了解当地学前班实际使用《快乐幼儿华语》这套教材的情形。笔者还收集了当地使用这套教材的老师和学生家长的问卷，从这些问卷能够了解使用者对这部教材的评价与需求。笔者不仅提供在实际教学中使用这部教材的经验和教学手段，也在文中提出编写“通用教材”以符合幼儿认知发展的共同性，以及使用中国特色插图为“美学熏陶”来符合儿童心理的看法，希望这些研究和看法可以为未来从事美国幼儿汉语教材编写人员提供一些思路。

Within the author’s practical teaching and living experience overseas, she realizes the both phenomena of increasing the numerous young Chinese language learners and lacking of suitable Chinese language materials for young learners. The author is great for the growing the number of young learners, hence, she is anxious about the inefficiency of Chinese teaching.The research takes a Chinese immersion kindergarten at Twin Cities area in Minnesota in U.S.A as an example, analyzing the Chinese language material, My First Chinese Words, from the views of education of philosophy, the Chinese language learning goals, state government’s advice for developing curium, and local school Chinese language class setting in order to probe for the characteristic which is suitable for local school.Not only the author share the teaching strategies in practical teaching experience, but also suggest that producing “ common materials” to fit the children’s cognitive level and investing the Chinese art work for illustrating for the purpose of aesthetic education. Those suggestions hope to favor the editor of Chinese language textbook for young children in the future.