本研究旨在探究國小校務評比活動中的潛在課程。研究目的有二：1.探究國小校際評比活動中潛在課程之來源；2.分析國小校際評比活動中潛在課程之影響。本研究為質性研究取向，採個案研究法，以觀察、訪談、文件分析等，觀察三所國小的「交通安全教育評鑑活動」，以及一所國小參與的三項「優質學校評選活動」，並於評比活動之後，訪談行政人員及教師，同時輔以文件分析。研究結果顯示，國小校際評比活動中的潛在課程之來源有五，分別為「教育政策中的意識型態」、「評比活動的制度規定」、「輔導小組的指導措施」、「受評學校的組織文化」及「評審小組的查核觀點」；本研究以「再製論的學習經驗」、「抗拒論的學習經驗」分析其潛在課程之影響，就「再製論的學習經驗」而言，以經驗的性質加以區分，包含了「再製理念」、「再製作為」、「再製形式」及「再製處境」等層面之潛在課程，而「反抗論的學習經驗」，以反抗行為的內涵加以歸類，則可歸納為「反抗形式」、「反抗速成」及「反抗競賽」等面向之潛在課程。

The purpose of the present study was twofold: to explore the sources of the hidden curriculum in evaluation and certification activities and to analyze the impact of the hidden curriculum on evaluation and certification activities. Methods of observations, interviews, and document analysis were adopted to observe the ＂Traffic Safety Education Evaluation Activity＂ of three elementary schools as well as three activities of ＂Taipei Quality School Certification＂ participated by one elementary school. Supplemented with document analyses, the present study also conducted interviews with related administrative staffs and teachers after completing evaluation activities. Five sources of the hidden curriculum in evaluation and certification activities were identified, namely ＂Ideology in education policies＂, ＂Institutional evaluation activities＂, ＂Guidance measures for counseling groups＂, ＂ School's organizational culture subject to be reviewed＂ and ＂the thought of checking by appraisers. The impact of such hidden curriculum involved ＂Learning experiences of the reproduction theory＂ and ＂Learning experiences of the reactance theory＂. ＂Learning experiences of the reproduction theory＂ included ＂concept reproduction＂, ＂action reproduction＂, ＂form reproduction＂ and ＂situation reproduction＂, while ＂Learning experience of the reproduction＂ entailed ＂form reactance＂, ＂speed-up reactance＂ and ＂contest reactance＂.