我國即將於新世紀實施的「國民中小學九年一貫課程綱要」說明了教育改革的重點在於課程改革，課程綱要標舉「學校本位課程發展」的理念，強調學校是課程發展的中心，教師式課程發展的主體，擴大了學校和教師的專業自主空間，也賦予更多的課程發展責任。國內中小學課程型態一向採中央集權制，為了順應課程改革的趨勢，其中強調學校本位課程發展，取代以往由上而下的課程發展模式。本文的目的在探討學校本位課程發展的理論基礎，首先闡述學校本位課程發展的歷史背景；其次探討學校本位課程發展的定義及特徵；接著檢視學校本位課程發展的類型和模式；最後分別從課程理論的觀點、課程意識型態、教師做課程決定的概念，以及課程發展的一般模式，討論課程理論與學校本位課程發展的關係。本文旨在探討學校本位課程發展的理論基礎，但幾乎未被發現堅實的理論或模式，以作為學校本位課程發展的理論基礎。這樣的情況並不比表示理論不存在，而應該假定理論尚待探索與建構。即便今日已造就堅實的理論，在實務尚仍需要進一步假以轉化，以形成具體的課程發展策略、步驟與技術。學校本位課程發展在理論、實務與研究上仍有待有志同道繼續努力。

Curriculum reform is one of the most important components of education reform in Taiwan. The emergent curriculum policy, as reified as '6-15 Articulated Currculum Syllabus', will be implemented in the new millennium. The syllabus stipulates that all elementary and junior high schools must organize committees for teaching models. The deregulation of educational policy is followed by a move towerds decentralization of curriculum development from centrally-determined to school-based, which means empowerment of schools as well as teachers.## This paper aims to establish the theoretical foundations of school-based curriculum development (SBCD) bu first examining the historical roots of SBCD, then, exploring the definitions and characteristics of SBCD, and finally, discussing the theoretical foundations of SBCD through various perpectives of curriculum theory, curriculum ideologies, the concept of teacher as curriculum maker and geeneral models for curriculum development. IT is a paradox that a paper like this on theoretical foundations has achieved virtually no vaild supporting theories or models to enrich the theoretical base for SBCD. The reconceptualization of SBCD is urgent as the theory, research and practice are not highly appreciated by most schools in Taiwan.