本文以基模理論解釋學校行政人員執行政策時之認知問題，發現政策執行的落差有時不在於故意的反抗而是真實的誤解。傳統政策研究多半單純從學理討論影響政策執行之因素、執行模式及執行程度等問題，或將政策執行的失敗歸因於訊息不足或溝通失誤等表面因素，少深入探討執行人員基模運作和政策執行之關係。最後，文末從互動式政策制定之觀點，論述建構理解政策所需之資源，提出應用故事領導、分散領導、在實踐中發展對政策的理解、協助成員觀點轉化學習、思維監測及注意力轉移等啟示，以作為學校推動政策之參考。

The purpose of this study is to explore schema theory and to analyze the problems of school administrators’ cognition in the policy implementation stage. It discovers the gap of implementation attributing to honest misunderstandings rather than willful resistances. Most of the traditional policy researches focused on the discussion of implementation factors,modules, and degrees, or concluded factors of failures due to less policy messages or inadequate communication. Hence the article introduces the schema theory, and concern the relationship between schema operation and implementation.It further discusses how to gather some resources in making sense of policy from the perspectives of interactive policy-making. Finally, I promote its implications, just like applying story-leadership, distributed leadership; making sense of the policy in practice; facilitating prospective transformation of learning; monitoring cognition and transforming attentionwere provided for references to school educators.