本研究旨在探究新北市某國中的學校本位課程發展，以探索教育方案為例。本研究的起因為研究者本身為此課程的執行者之一，操作數年下來有發現一些問題，因此思考探索教育方案未來可以改進或修正的方向。此外，研究者加入該校任教時，探索教育方案的發展已近乎完成，想透過此研究了解探索教育方案的緣起與發展，未來發展時可以承接過去的脈絡。
本研究的研究目的如下：
一、 探討新北市某國中探索教育方案之緣起與發展歷程。
二、 從歷任授課教師、校長對課程的分析與看法作為修正、調整之依據。
三、 探討發展探索教育方案所需要或可挹注的資源。
本研究採取的研究方法為質性研究，透過訪談、文獻回顧研究者的經歷，去探究方案的緣起與發展、統整操作方案的心得、了解探索教育方案的特色及討論未來發展的方向。本研究結果如下：
一、 探索教育方案的發展歷程中，校長的角色是開創者。歷程長久且動態修正，並呼應學校本位課程發展脈絡
二、 探索教育方案應再次定義相關概念，並繼續保持原有的特色與亮點，在既有的課程基礎上，重新整合並且循序漸進的導入新課程
三、 仍需挹注相關資源以利課程持續發展
最後提出對於以探索教育方案來發展學校本位課程之建議、以及未來研究探索教育方案相關的建議。還有研究者的省思與收穫。

The purpose of this study aimed to explore the development of school-based curriculum in a junior high school in New Taipei City, taking the adventure education program as an example. The origin of this research was that the researcher, one of the members of this program, found some problems after several years of operation, thinking about the direction in which the adventure education program could be improved or corrected in the future. In addition, when the researcher started teaching at the school, the adventure education program was almost completed. The researcher hoped to understand the origin and development of the program through this study, and to inherit the past context in the future development.
The purposes of this study were as follows:
First, exploring the origin and development of the adventure education program in a junior high school in New Taipei City.
Second, the analysis and views on the curriculum from the teachers and the principal were as the basis for amendments and adjustments.
Third, exploring what resources needed to develop the adventure education program.
The research method adopted in this study was qualitative research. Through interviews, literature review and researcher's experience to investigate the origin and development of the program, to integrate the experience of the operation program, to find the characteristics of the programs and to discuss the direction of future development.
The findings of this study were as follows:
First, in the development of the educational program, the principal is the pioneer. The course was long-term and dynamic, and it responded to the mode of the school-based curriculum development.
Second, the adventure education program should define relevant concepts again, continue to maintain the original features, re-integrate and gradually introduce new courses based on existing courses.
Third, it still needed to pay attention to relevant resources to facilitate the sustainable development of the program.
Finally, suggestions made for the development of the school-based curriculum with the adventure education programs, as well as for the future research about the adventure education programs.

壹、 中文部分
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貳、 西文部分
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