行動研究，是「課程研究」的一種類型，透過行動研究，有助於課程發展理念的實踐。過去我國學校人員往往忽略「課程研究」理念，較少從教師專業角度來研究課程問題與探究課程理念，較少從「行動研究」的角度將課程視為「研究假設」，鮮少將教師視為在學校情境中的課程研究者，鮮少透過「課程研究」進行「課程發展」，落實「學校本位課程發展」的理念。因此，作者論述行動研究與課程發展之間的關係，強調以課程研究為基礎的課程發展之重要性，特別提出「課程行動研究」的理念，進而從程序原理，論述課程行動研究的實踐之道，冀能透過課程行動研究，實踐課程發展與行動研究的理念。

In this article, the author argues that the curriculum research should be an adjunct to the curriculum development. The government in Taiwan should encourage school to conduct research for school curriculum development. In particular, school practitioners could apply action research to develop school-based curriculum. For this purpose, the author offers four significant ideals. First, the researcher should understand the meaning of “curriculum as a hypothesis” in curriculum action research. Secondly, the government should encourage the teacher to take the role of researcher in the field. Next, the researcher should set up the “classroom as a context” and “school as a base” for the research. Finally, the author proposes some possible processes for the curriculum action research and calls for a collaborative action research joined by curriculum researchers and school practitioners to develop a possible school-based curriculum.