本文係針對英國2010年《劍橋初等教育評估報告書》（下稱《報告書》）的研究，先將研究運作做說明後，再就各項改革建議，先呈現背景說明，再附上具體建議。其重要的改革建議有：訂定初等教育的12個目標、中央宜將部分權力下放到地方政府、國定課程有30%由學區自行決定、教學上檢討級任制、國小5歲入學宜延至6歲、評量應以學習診斷為主要目標、對視導標準的檢討、校長要加強教學領導、師資培育要配合教學改革及培育具備各種專長的教師等。研究發現，《報告書》是介於現況評鑑與教育改革之間，它是由民間發動與資助。《報告書》是從教育的理念切入，認為高水準的教學才是教育的核心要務；這又先要有完善的課程設計，而課程則要依據前述的12項教育目標。對學生的評量和師資的培育都要依照學校的需要來規劃。至於教育行政的角色則是退居為「行政支援教學」的概念。本《報告書》有它的理想性，但與官方所進行的方向不太一致，實施上可能有困難。然而，其所提出之觀點仍有相當之參考價值。

The article aims to analyze The Cambridge Primary Review (2010). After explaining how the report is made, the recommendations of the Report are discussed in contrast with the background of British education. These are twelve aims for primary education, decentralization in administration, 30% of national curriculum replaced by community curriculum, alternative form for generalist class teaching, entrance age from 5 extend to 6, assessment should aim at learning improvement rather than accountability, revise inspection standards, headteacher focus on leading learning, teacher training based on demands of primary school teaching etc. The Report is between the evaluation of the status quo and education reform. It is initiated by civil society, not an official report. The Report is based on education ideal which takes that high quality teaching as the most important. It should be based on a good curriculum which originated from the twelve aims of primary education. Assessment and teacher training are subject to the need of teaching. Administration is also for the support of teaching. The Report insists on educational ideal which has been criticized by the government. However, this Report should be welcomed for its reasonable recommendations.