在世界衛生組織的健康促進潮流下，健康促進學校計劃開始受到歐美國家的重視，我國也於民國90年，由教育部提出學校健康促進計畫，緊接著衛生署也在91年提出學校健康營造計畫，其精神與內涵是希望透過整體環境營造學校健康，建立「學校－家庭－社區」之夥伴關係。儘管當前在學校本位主義、社區概念模糊、缺乏經費、人力以及長期規劃的困難之下，本文針對文獻與國內外經驗，提出夥伴關係建立之可行策略，亦即透過組織學校社區健康促進委員會，規劃長期合作模式，共同確立需求與資源，落實社區課程教育，期盼在實踐過程中體驗夥伴關係之真諦，並透過社區參與，達到學生以及社區整體健康。

　　　　　In the wake of the WHO's health promotion campaign health promotion schools have gained currency in Europe and the United States. The Department of Education in Taiwan has proposed a "school health promotion program", and the Department of Health a "program to build healthy schools". The goal of these programs was to create a holistic environment for school health and put the concepts of "school-family-community partnership" into practice. Although difficulties, such as school-centered perspectives, ambiguous definitions of "community", and shortage of funding, human resources and long-term planning impeded the program, this article, based on literature and practical experience, presents the "school-community model" and the strategies that it applied to organize the school-community health promotion committee to plan long-term programs and to assess the needs and resources of schools and communities on a collaborative basis. It contends, furthermore, that integrating community services into curriculums in order to enable students to appreciate the meaning of partnership, and involving the community in the planning process, can achieve the goal of effectively promoting the health of both the school and the community.