本研究以臺灣為視角，用本土的鏡頭來捕促英國小學教育的文化圖像。英格蘭地區的四斤小學是主區的田野。此外，本研究鎖定一位小學五年級的臺灣女孩，她曾經隨同父母在英國住了七年有餘，直到民國87年底才返臺就學，透過她的眼睛來看英國的小學，一方面可以檢核研究者在田野所見，另一方面也豐富了本研究的視角。這一個延展的田野，彌補了研究者無法長期浸漬在英國小學現場的限制。整體而言，本研究使用的方法包括觀察、晤談並參考相關文獻與文件資料。這是一個集體式的個案研究（collective case study），在書寫上企圖引入「藝術取向的教育研究」之風格。 現場所湧現的各種故事，分別安置在「制度文化」及「心理－行為文化」兩個面向之下。易言之，本研究以英國小學的「制度文化」及「心理－行為文化」為重心，以故事敘述的方式來勾勒其文化圖像。此外，在研究方法的部也有三項反省，它們分別針對「研究的累積性」、「去我執」、「本土的視框」的議題。最後則以英國湖區的瀑布以及蘭城威廉森公園裡的蝴蝶園為譬喻，來引發讀者進一步的思考，並展現其藝術取向之教育研究「不明確」、「不封殺解讀空間」的撰寫特色。

　　　　　This study aims to portray the cultural picture of primary schools in England and the view from Taiwan was purposely designed to address. As a collective case study, the writing style of this study has been influenced by the approach of arts-based educational writing style of this study has been influenced by the approach of arts-based educational research. In the field of England, four LEA primary schools located in three cities in England were sampled as cases. Due to the constraint of limited time available in England primary schools, one Taiwanese girl with a seven-year schooling experience in England and just back to Taiwan around one year ago was also studied. In order to achieve the research objectives, the strategies employed include observation, interview as well as documentary analysis. The stories which emerged from the field have been categorized into two dimensions: organizational culture as well as psychological & behavioral culture. In addition, the reflection upon the methodology has been provided as the fourth part in this report. The themes which come out from the reflection include the accumulation of research finding, the importance of local perspective, and the rethinking of subjectivity.