因應當前教育改革與九年一貫課程革新計畫的推動，許多學校想要實踐學校自主發展課程的理想，而積極地投入學校課程發展的實務與運作。然而，學校課程改革的實施成效，不僅有賴於正確的理念，更有賴於學校各方面條件的配合。學校如何善加利用對話、互動的過程、規劃各項資源，以提供一個鼓勵專業發展與團隊合作的工作環境，便成為學校革新過程中發揮自主精神、落實學校本位課程發展理想的最大考驗。換言之，學校若能洞悉影響自主發展課程的相關因素，掌握發展課程可能必須面對的問題，則能更進一步突破困境，開展課程改革的進程。 本研究除探討學校本位課程發展的相關文獻之外，採用質的研究方法來理解目前國民中、小學課程發展的現況，並透過資料分析，釐清影響學校自主發展課程的相關因素。幾經歸納之後，以教師的條件、學校系統、課程發展系統、大社會環境因素等四個範疇概括討論影響學校課程決定的相關因素，並提出相關的建議。

To cope with the demands of enacting the newly reformed Curriculum Guidelines for Nine-year compulsory Education, many elementary and junior high schools are involved in the implementation of school-based curriculum development. However, the positive effects of school curriculum innovation not only depend on perceiving correct conceptions, but also rely on having all sorts of necessary support. In the process of implementing the ideal practices of school-based curriculum development, creating a supportive environment and a collaborative team that encourages professional development, dialogues, interactions, and resource redistribution, has become the most challenging task for many schools. It is important for schools participating in school-based curriculum development to understand the related issues of curriculum development in order to grasp the factors that influence the autonomous development of school curriculum. Then, those schools may find strategies to break through the possible barriers that they may confront in their efforts of reforming school curriculum. Based on literature review and a qualitative investigation of the current school-based curriculum development movement in elementary and junior high schools in Taipei, this study analyzes the related factors for autonomously developing school curriculum. The findings are discussed from four aspects: teacher, school system, curriculum development procedure, and external social factors. Suggestions for the implementation of school-based curriculum development are also provided.