This study is a case study in a primary school in Chongqing , which is designed to investigate the current situation of the school-based curriculum development. The purpose of this study is to realize the status of school-based curriculum development of the case school, and to identify the positive experiences and negative experiences in the process of case school-based curriculum development. At the same time, it would provide referential developmental strategies for the school-based curriculum in elementary school. This study is a case study, which collected data through semi-structured interviews, non-participant observation and text analysis. Here are the results of this study: Based on the analysis of the information obtained in particular interview, I realized the process and implementation of "classic-reading" curriculum development of the case school. There is much experience to learn, the most prominent four points are as follows: first, respect the students. The students are regarded as one of the main developers of school-based curriculum development; second, research and transaction are combined to make sure the rationality of school-based curriculum development and implementation; third, respect the teachers. Teachers have the autonomy and freedom to decide what to teach and how to teach; fourth, the courage to break the shackles of traditional concepts. The focus of the school falls on enhancing students' abilities instead of the scores. Of course, the "classic-reading" school-based curriculum development of the case school also has some shortcomings. It comes into the following points: First, at the beginning of the school-based curriculum development, situational analysis ignores the external factors; second, there is a lack of connections between course content; third, there is no fixed curriculum implementation time; fourth, teachers have no enough training of theoretical knowledge for the school-based curriculum; fifth, it does not have a perfect evaluation system. I believe that the findings can be extended, these positive experiences provide a template for other schools ' curriculum development, and the negative experiences provide a mirror for other schools' curriculum development as well.

本研究是以重慶市某小學為研究對象的個案研究，旨在探討基礎教育課程改 革背景下學校校本課程開發現狀。本研究的研究目的為通過個案研究的方式，瞭 解個案學校校本課程開發的現狀，找出個案學校校本課程開發過程中的正面經驗 與存在的問題。同時，以小見大，為小學校本課程的開發提供可借鑒的開發策略。 本研究採用個案研究法，通過半結構式訪談、非參與式觀察和文本分析等方 法收集資料。 本研究的研究結果如下： 根據對所搜集資料特別是訪談所獲取資料的分析，筆者發現個案學校“經典 誦讀”校本課程開發與實施過程中，有許多值得借鑒的經驗，最突出的四點是： 第一，充分尊重學生，把學生也看作課程開發主體之一；第二，科研與事務相結 合，使校本課程開發與實施有理有據，有理論可遵循，提高校本課程開發的科學 性；第三，充分尊重教師，教師具有較多的自主性和自由度；第四，勇於打破傳 統觀念的束縛，推翻“唯分數”思想，勇於創新，將著眼點落在學生能力的提升 上。 當然，個案學校“經典誦讀”校本課程開發也存在著一些不足之處，主要集 中在以下幾點：第一，校本課程開發之初，情境分析忽略校外因素的考量；第二， 課程內容有些零散，年級、年段之間缺乏聯繫；第三，沒有固定的課程實施時間； 第四，對於教師的培養不足，教師普遍對與校本課程相關的理論知識匱乏；第五， 沒有形成完善的評價體系。 筆者認為研究結果具有推廣性，這些正面經驗對其他學校校本課程開發提供 了笵本，負面經驗也是對其他學校校本課程開發的警醒。