本文的書寫，不在於緬懷過去，而是重新理解、重新看見，重見板橋模式的時代意義與影響，貢獻與限制。經過訪談及文件分析後，研究發現板橋模式經歷醞釀與萌芽、穩定發展、開展與弱化，及轉型四個時期。板橋模式是臺灣獨特歷史脈絡的重要課程發展模式，該模式由許多有心人士的奔走與傳承，促成組織編制與課程實驗任務的逐步落實，其具長期性與系統性，對臺灣小學課程架構、教科書、教學實務改進及課程人才培育有重要的貢獻。主要限制為──侷限於小學階段的課程發展、缺少多元及彈性、侷限於教科書及相關的出版品，基礎研究不足。課程革新是累積，一代接一代的特性，板橋模式從無到有、逐步穩定、擴大影響到走入歷史，並逐漸在三峽重新轉型再生，此發展的軌跡也愈顯清晰，並值得期待。

This study does not muse over memories of the past; rather, its purpose is to understand, see, and realize the “Banqiao model’s” significance, impact, contributions, and limitations to those it affected from a new perspective. Interviews and document analysis indicate that there were four major developmental periods for the Banqiao model: gestation and infancy, stable development, expansion and weakening, and transition. The Banqiao model is an important developmental model for curriculum emerging from a unique historical context in Taiwan as a result of the efforts many people with lofty ideals. It set the stage for the gradual implementation of organization formation and experimental work on curriculum. It resulted in an important contribution to curriculum framework for primary schools, textbooks, improving teaching practices and education in Taiwan. Its main limitations include the fact that it was confined to curriculum development for primary schools, a lack of diversity and flexibility, it was limited to textbooks and relevant publications, and the lack of basic research. Course reforms are the result of an accumulation of special characteristics in education over the generations. The Banqiao model emerged from nowhere, gradually gained a foothold, expanded its influence, and disappeared. It was later reborn and retransformed in Sanxia. The trajectory of its development is becoming increasingly clear and we look forward to watch where it goes.