莫拉克風災災後新設小學，邁入第六學年之際，成為公辦公營學校型態實驗學校，進行第二次解構與重構，發展文化主題統整課程，重視校園自主友善文化，課程發展從附加取向轉為行動取向。本文旨從課程實踐歷程的演化來敘說哲思如何在學校課程發展與實踐的貫串。本研究認為，哲思在課程發展與實踐上具有引導與反思導正之功能；哲思有利於課程設計的深度與廣度；原住民族不同的生命哲學與價值觀，可做為修正社會過度分化的現象；原民實驗教育追尋之理想符應傳統與當前教育思潮，更是思潮的實踐者與守護者；永續共好可融通個體與群體、我族與他族的價值；課程發展是一條做中學之路，團隊需不斷成長、實踐與修正，在變動中更符應學習主體的永續成長。

The new elementary school, after Typhoon morakot, entered the sixth school year, become public school-based experimental education, the second deconstruction and reconstruction, the development of culture-themed integration curriculum, the importance of autonomy-friendly campus culture, curriculum development from the additional orientation to action orientation. This article aims to narrate the development and practice of philosophy in school curriculum from the evolution of curriculum practice. This study holds that philosophy has the function of guidance and reflection in curriculum development and practice; philosophy is conducive to the depth and breadth of curriculum design; the different life philosophy and values of the indigenous peoples can be regarded as the phenomenon of correcting the excessive polarization of society; the ideal character of indigenous experiment education should be traditional and current educational trend of thought, it is the practitioners and guardians of the trend of thought; the value of the individual and the group, the clan and the clan can be accommodated. curriculum development is a way to do high school, the team needs to grow, practice and revise, in the change should learn the subject’s sustainable growth.