本研究採用「質的研究法」親自深入到英國小學進行『田野調查研究』，以實地 瞭解其實施「國定課程」後之小學教育實況，發現中英文化差異頗大，致其教育實況亦迥異 於臺灣，唯發現其由於「小班制」背景所採取的「分組工作教學」、「主題教學」等教師「 因才施教」與學生「分材學習」的分級課程設計模式，頗值堪為我國目前某些「小班級」與 日後真正實施「小班制」之借鏡。洞察中英兩國最近皆將國家競爭力衰退的主因歸罪於「教 育品質的降低」，致有「教育改革」法案之提出，然而，頗值得關切者是兩國教改的目標雖 一致，但方向似乎背道而馳。同時，論文最後亦針對國內尚屬萌芽階段的「質化研究」之應 用與推廣有所期待，除此外列舉實踐「教育均權」與正視「學校宗教教育」等許多相關建議 與課題可資進一步探究，以做為我國跨世紀教育改革「理想」在付諸「實際」時之殷鑑。

　　　　　The study sets out to describe, analyse the British historical back- ground and its general school system. It is set against a picture of the differing cultural background from Taiwan. A descriptive case study of a junior school in Wales is presented as the means of developing a framework of primary education reality in the United Kingdom with qualitative method. The central assumption of this study is that there are some lessons for one system from the other. 　　Some possible lessons from British primary education reality for Taiwanese educational reform are outlined as follows: (1) the curriculum design of teaching and learning according to the student's individual ability. (2) the special teaching style of "Group Work" and "Topic" instruction in the smaller size of class. (3) the core philosophy of "centralization" and "free-market" for the theory and practice of "National Curriculum" and its "Assessment Arrangements". (4) the theory and practice of school religious education. Simultaneously, some possible recommendations and directions for further research are also demonstrated for Taiwanese educational reform.