本研究以國民中小學為範圍，旨在探討學校本位課程發展的理論與實踐的課題，包括學校本位課程發展的立論依據、理論內涵、研究成果、國外推動經驗、國內實施情形、理論與實踐的重要課題、國內實施環境的評估與發展方向等。透過文獻分析、個案研究與訪談，最後所獲致的發現如下。
第一，學校本位課程發展，係指為達成教育目的、解決學校問題，以學校為主體，由學校成員如校長、行政人員、教師、學生、家長與社區人士一起進行的課程發展過程與結果。其理念起源於對社會變遷的回應以及對全國課程發展方案的反動與修正。所據以支持學校本位課程發展的理由，可以從全國課程發展方案的缺失、民主潮流的趨勢、社會的快速變遷、教師的專業成長、課程與教育的本質等五方面提出立論的依據。
第二，學校本位課程發展的理念，強調課程使用者的需要以及學校與教師的課程發展責任，重視課程利害關係人士、各課程發展機構的合作夥伴關係以及學校內外部資源的整合運用，主張以課程發展來開闊教師的專業視野、專業素養，加速學校組織的變革。其觀點不但直指教改核心，也能促成學校成員對課程的批判反省，活化課程與教育的內涵，有助於學校教育問題的解決及教改的落實。唯同時間，學校本位課程發展的理論亦存在可能流弊與影響實施因素，需加以留意並克服。
第三，現有的學校本位課程發展研究成果雖然豐富；但這些研究發現缺乏一致的解釋，也反映出學校本位課程發展的樂觀面與悲觀面。研究結果的樂觀成效與正面意義，無疑肯定了學校本位課程發展理論的價值與實施必要；至於研究所發現的問題、困難甚至負面研究結果，則指出了學校本位課程發展的可能限制與改進重點，說明了成功的學校本位課程發展無法憑空獲致，需要許多條件的配合，這是未來各界需要努力的方向。
第四，學校本位課程發展雖受到許多國家的重視，但由於每個國家的國情與文化傳統有異，因此對於學校本位課程發展的用語、倡議背景、推動程度、推動策略也不同。唯觀諸國外推動學校本位課程發展的經驗，確實獲致了些許的成效，也存在許多值得借鏡之處。這包括：1.中央的介入程度與面向，是學校本位課程發展的助力也是阻力。2.學校本位課程發展可能被曲解窄化，淪為書面課程的修正補充。3.相關政策如人事、升學考試、課程品質管理機制能否彼此配合，將影響學校本位課程發展的成效。4.學校、教師對學校本位課程發展的參與意願可能不高，甚至抱持反對態度。5.若有關單位提供的資源與支援不足，將不能營造有利於學校本位課程發展的條件；此外，推動時若目標不明確、實施時程過急、參與成員準備不足、欠缺有效的課程領導、沒有適切的權力結構，都將使學校本位課程發展陷入困境。
第五，由國內學校本位課程發展的個案情形可發現，學校因為對現行課程不滿，試圖解決學校教育問題，因此能主動發揮課程自主性，進行學校層級的課程發展與革新。推動的課程方案有課程實驗、多元文化、兩性、生態環保等新興課程議題以及鄉土教育、學校社區化等生活化課程方案。課程發展的範圍涵蓋正式課程、非正式課程與潛在課程的變革。在參與人力上有的結合學者專家的協助，有的由學校成員自行研發。方案持續的時間不等，但頗能結合社區特色與學校資源，發展學校的特色，說明了學校本位課程發展的可行性。其中，因學校的條件不同，各校學校本位課程發展的起源、範圍、程度與實施情況便有差異。再者，這些條件也是影響學校課程發展的因素，營運過程中也會遭遇問題，出現衝突，學校如何正確評估學校條件的優勢與劣勢，因應學校的特性與成員條件，規畫學校自身可以營運、可以承擔的學校本位課程發展步調、規模與程序，提供成員相應的資源，建立不斷循環改進的機制，這都是學校在著手學校本位課程發展時，應留意的重點。
第六，有關學校本位課程發展中所存在的理論缺失以及實踐的困難，除了指出未來學校本位課程發展論述與實證研究有必要繼續深化、探究外，其中有關學校本位課程發展的定義與定位、學校本位課程發展的理論假設與實施原則、學校本位課程發展的過程、學校本位課程發展的可能流弊、遭遇問題等，都需要進一步深入討論釐清。
第七，反觀國內學校本位課程發展的現狀，可發現國內現行課程標準雖然具有若干的彈性，也的確有少數的學校、教師與家長具有學校本位課程發展的思考與行動，但受到行政環境的支持鼓勵不足、師資培訓過程與教師不重視課程發展知能的培養，以及國內課程政策仍未有重大的突破，總體而言，學校本位課程發展的情形仍不理想。唯揆諸國內未來課程政策的趨向，以及學校本位課程發展的回歸教育本質，有助於扭轉國內國民教育改革的契機，國內卻實有必要大力推動學校本位課程發展。加以，國內其他政策法令的催化、社會價值觀的改變以及教師知能、專業意識的提昇，這提供學校本位課程發展極有利的發展條件。只是，教師有無行動的意願，行政的支援系統能否完備，課程品管與評鑑的機制的能有效建立，總體的教育政策能否通盤考量，將是未來國內推動學校本位課程發展可能面對的主要困難。展望國內這波新的課程改革，艱鉅的任務才正宣告開始。
最後，本研究根據前述發現，針對學校成員、教育行政機關、師資培訓機關、專業團體與未來後續研究，分別提出進一步的建議。

Abstract
The purpose of this study is to explore the theory and praxis of school-based curriculum development. The aims of this study are
1. to clarify the rationales and main point of school-based curriculum development;
2. to investigate the findings of existing researches;
3. to understand the conditions and results of implementation of school-based curriculum development in other countries, including Australia, U.S.A, U.K., Canada, France, Hong Kong, and Sweden;
4. to inquiry the operating processes of school-based curriculum development in a elementary school and a junior high school in Taiwan;
5. to discuss the issues and myth in theory and praxis of school-based curriculum development;
6. to explore the possibility and approaches of implementation of school-based curriculum development in Taiwan.
Through the literature analysis, case study, and interviewing, several conclusions result from the findings and discussions of this study. Accord to the conclusions, this study recommends some suggestions for the implementation of school-based curriculum development as well as the topics of further research.

一、中文部份
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