本研究旨在針對臺北縣試辦「九年一貫課程」之國民小學進行成效評估，並了解政策實施之問題與困境。研究採用學校自評（35所）以及選樣訪視（10所）之方式進行。研究工具為研究小組編擬之「九年一貫課程試辦成效檢核訪視評鑑表」，評鑑表包含三大向度、十九大項、一○二題指標。計回收學校自評問卷35份，回收率100%；訪視學校10所，佔全部試辦學校28.57%。 研究結果顯示：試辦學校在整體資源與準備方面（輸入指標），自評得分達到4.054分；在整體推動與實踐方面（歷程指標），自評得分達到4.446分；在整體成效總結方面（產出指標），自評得分達到4.184分。上述得分就五點量表相對地位分析，顯示試辦成效良好，已達到「大部份做到」、「大部份符合」或「成效不錯」之要求。 研究小組選樣訪視10所學校之發現與自評結果相符合。文末並針對未來規畫與問題解決提出數項建議。

　　　　　The purposes of this study were (a) to examine the pre-testing results of employing nine-year curriculum system in some elementary schools in Taipei County; and (b) to understand the difficulties of using the new curriculum system and therefore propose suggestions for needed adjustments and revisions. Thirty-five elementary schools in Taipei County participated in this study, of which 35 schools used self-evaluation and 10 schools used visitation-evaluation as a method to collect data. The employed instrument was a self-developed questionnaire which includes three dimensions: educational input, educational process, and educational output. All questionnaires distributed to the "self-evaluation" schools were filled out and sent back. The results of data analyses revealed that the nine-year curriculum system was effective and the pre-testing results were satisfactory as evidenced by the high scores on the evaluation questionnaire. In a five-point scale, the mean score of "educational input," "educational process," and "educational outcome" were 4.054, 4.446 and 4.184, respectively. At the end of this study, the researchers proposed some suggestions for planning and problem solving of the new curriculum system in the future. e as follows: (1) the actionable knowledge on educational administration which is based on multiple paradigms can reduce the gap of theories and practice, but it is affected by several factors, such as participants' positions, educational backgrounds, gender, administration experiences, and school size. (2) The characteristics of the rational decision maker are full of idea, contingence, modernism, and multiplicity. (3) Participants in this study agreed that action research was a good way to improve their work and promote professional development.