研究目的：本研究之個案學校以關注環境生態議題及提升學生學習成就為其特色，研究目的為評析其學校本位課程之推展歷程及推動成效。研究設計／方法／取徑：藉由訪談參與之校長、主任、教師、社區志工與學生等成員、評析學校相關文本、觀察實際現場等方式蒐集資料，並分析執行此課程方案之成效。研究發現或結論：學校本位課程之推展歷程依序為萌芽生根準備期、磨合溝通觸動期、策略凝聚發展期、深耕豐收精進期；在其推展歷程中，各階段之關鍵性因素與作為均會成為課程發展的驅動力；以及本套課程方案能對學校親師生與當地環境永續產生助益。最後，則對個案學校未來課程發展提出建議。研究原創性／價值：個案學校因地處偏遠，校園環境生態豐富，雖過往學生學業成就不高，然教師近年來戮力於環境教育與領域學習之聯結，落實學校本位課程之推展，克服學校位處偏鄉，家長對教育關心程度不足、學生領域學習表現較弱的困境，此課程方案更在2016年獲教育部教學卓越金質獎之肯定。該校自2003年開始便有教師自發性組成社群，並將「環境教育」議題納入學校本位課程中，2014學年度下學期更以「環境之生物多樣性」學校本位課程審核通過，成為屏東縣理念學校。而經過2015學年度課發會後，學校成員將課程進行階層性的安排與規劃，其內容首重聯結實際的情境脈絡、強化學生的參與及主動學習，其推展歷程值得探究。教育政策建議或實務意涵：在2017年底偏遠地區學校教育發展條例通過後，偏鄉教育受到更多重視，個案學校之整體課程推動情形值得探究，更可成為欲推行是類課程學校之參酌依據。

Purpose: This research of the case school focuses on environmental issues and how to improve students’ learning achievements. The goals of this research are to analyze process and the effectiveness of school-based curriculum. Design/methodology/approach: We interviewed the principal, directors, teachers, community volunteers, and students involved in the promotion of the school, collected the relative data of the program’s implementation, observed the educational field, analyzed the effectiveness of the curriculum and made the conclusions. Findings: The conclusions are as follows: 1. In this case study, the development process of school-based curriculum includes: (1) budding-root-preparatory phase, (2) running-communication-touching phase, (3) cohesive-strategies-developing phase, and (4) deep-plowing-harvest-sophisticated phase. 2. In the development process, the key factors and behaviors will be the driving force to its development. 3. This curriculum program will benefit parents, teachers, students, and local environmental development. Finally, the suggestions are offered to this case study. Originality/value The case school is located in a remote area and its campus environment is abundant in ecology. Although students’ learning achievements were not high in the past, teachers have focused on the linkage between environmental education and fields learning in recent years. In 2016, this program also won the golden award of teaching excellence by overcoming the plight of the school’s remote location, the weakness of family, and the weakness of students’ achievement. Ever since 2003, teachers have spontaneously organized the learning community and included the “environmental education” in the school-based curriculum. In the second semester of 2014, this school was selected as Pingtung's charter school due to its biological diversity curriculum. Through the curriculum development committee meeting in 2015, teachers arranged and planned the courses hierarchically. This program focused on connecting with the real situation, strengthening students' participation and active learning. Implications for policy/practice: With the implementing of the remote school’s development act in the end of 2017, people pay more attention to remote schools’ education. After we come to further understand the context of this curriculum, it can serve as a reference for schools.