The purpose of this study is to identify possible processes for teaching Minnan language grammar, and to examine the differences between Minnan language dialects (e.g., the grammatical features of the Kinmen dialect) and the corresponding grammar teaching that needs to be adjusted. The motivation for this study is, on the one hand, a sense of mission to pass on the Minnan language, and when national language teacher training is in full swing, it is the high time taking a close examination of the course contents to facilitate such training programs; on the other hand, the focus of our study has always been on exploring the evolution of language differences and exploring the dialectal differences within the Minnan language. Although there are no major typological differences among the Minnan dialects, there are still grammatical and pragmatic differences in addition to systematic differences in dialectal sounds, and these differences are not easy to observe and collate, and they have become a problem in teaching Minnan to the disadvantaged minority. Therefore, through a comparative analysis of Minnan dialect differences and grammatical connotations, we hope to compare the possible grammatical and pragmatic differences between Taiwan Minnan and Kinmen dialects and to explore the appropriate mode of introduction of these differences in teaching.