臺灣社會面臨少子女化與高齡化議題，影響正規教育與社區共識的發展結構，也牽動學校與社區之間的合作策略與關係。上述議題在偏鄉地區影響更是深刻，而教育部自2015年啟動偏鄉教育創新發展方案，其中一項為推動偏鄉國民中小學特色遊學，希冀透過偏鄉國民中小學發展具有在地內涵之特色課程，讓偏鄉學校學生培養基本學力透過在地教材，能夠深厚其內涵，並且也透過遊學的戶外教育型式，讓學生透過真實的學習，培養十二年國教的核心素養，並深化學校與社區的合作關係，帶動社區產業發展。本研究聚焦於探究學校與社區的資源共享合作策略，經由文獻歸納出三種策略，分別是學校與社區互為資源、互為服務對象、互為合作夥伴，以前述教育部計畫補助14所學校為研究對象，透過訪談法，結果顯示五所學校與社區互為資源策略、四所互為服務對象策略、以及五所互為合作夥伴策略，並分析各策略之關鍵元素；同時也分析出學校教育與社區發展間關鍵元素，分別為跨域文化、深根脈絡、生態土地，以社區觀點提出學校與社區合作實務與未來研究的建議。

Taiwanese is facing the issues of a low birth rate and an aging population, both of which influence the developmental structure of standard education and community consensus, as well as the cooperative strategies and relationship between schools and communities. The above issues have an even deeper influence in remote areas. This study focuses on the discussion concerning the cooperative resource-sharing strategies of schools and communities and uses a literature review to conclude upon three strategies. These strategies consist of mutual resources, mutual service targets, and mutual partnerships between schools and communities. In this study, fourteen schools which are subsidized by the Ministry of Education program, are the research subjects. Through interviews, it is determined that five schools and their communities belong to the strategy of mutual resources, four schools and their communities use the strategy of mutual service targets, and five schools and their communities utilize the strategy of mutual partnerships. The key elements of each strategy are also analyzed. At the same time, the key elements between school education and community development are analyzed; these elements are cross-domain culture, deep-rooted context, and ecological land. Suggestions for cooperation between schools and communities and for future research are proposed from the viewpoints of the communities.