在社區總體營造和學校本位課程的推力下，臺灣的學校和社區更有機會跨越藩籬，進行學校課程的變革，況且，要增益學生的學習，需要學校和社區「同村協力」，一起承擔責任。在此理念下，本研究選擇大二結和何厝二處案例，採取文本分析、訪談等方法，理解研究案例的區域概況、連結緣起以及課程相關活動。其次，討論二處案例在課程協作過程面對的經費人力、文化斷層和參與人員擴增等瓶頸及其應對之道。最後，從案例經驗中探討學校和社區得以課程協作的可能性，其中，實作的有機轉化、課程的再概念化、資源與功勞的共享、社群的培力等，是為重要關鍵。

With the progress of holistic community building and school-based curriculum development, schools and communities in Taiwan are crossing the barriers lying ahead of them for curriculum reform. Both schools and communities are required to
conform to the model of collaboration and assume responsibilities to facilitate students’ learning. Upholding the notion of collaboration, the researchers conducted two case studies in Daerjiie community in Yilan and He-Cho Elementary School in Taichung. Text analysis and interview were adopted to obtain information about the two cases regarding area profile, origin of collaboration and relevant curriculum activities. Next, the researchers addressed the bottlenecks arising in the course of collaboration including funding, manpower, cultural gap, and the number of participants as well as the ways the two cases dealt with these problems. Finally, from the experience of the two cases, the researchers explored the possibility of curriculum collaboration between school and community. In conclusion, the researchers found that the keys to success were organic transition in practicing, re-conceptualization in curriculum, resources and reward sharing, and empowerment learning in a community, etc.