本研究擬探討一所曾獲教學優良獎的國中，其學校本位課程發展的背景與內涵，以及該校學校本位課程發展停滯的原因，研究方法採文件分析法與訪談法。研究結果發現，學校本位課程發展的熱潮漸退、教師的自我實現需求已被滿足、課程研發的組織成員變更、新舊課程成員對課程的期待不同、及親師重視學生的升學表現甚於生活能力之培養等是造成這所學校之學校本位課程發展停滯之主因。爰此，本研究針對教育行政機關和學校提出具體建議，作為學校本位課程賡續發展之參考。
The purpose of the study is to explore the context of school-based curriculum development of a junior high school which receives an award, and why the school stagnates its school-based curriculum development. The methods of the study include documentary analysis and interview. The results are concluded as follows:1. School-based curriculum development is gradually out of fashion.2. Most of the teachers in that school have self-actualized.3. The members of the curriculum development organization in that school changed.4. New and old members of the curriculum development organization have different expectations on curriculum.5. Most of the parents and teachers in that school emphasize on advancing to higher schools than on developing living/basic abilities.Thus, the study offers some suggestions for administrative organizations of education and schools to the follow-up school-based curriculum development.
