本研究旨在從學校組織的視角來看新課程實施的過程。通過研究制度層、管理層、技術層的主要實施活動，分析學校組織實施校本課程政策的過程。本文得出了四點重要結論：制度層、管理層和技術層的課程實施過程具有一致性，且都是在高技術要求的範圍內；制度層、管理層和技術層的課程實施活動存在斷裂點；實施既受到每一層級的結構性作用，也受到各層級關鍵個體的作用；學校組織形塑了新課程的新面貌，而新課程也對每一層級產生了一定的影響。

For an analysis of the implementation process of New Curriculum, this study treats the Mainland China school organization, focusing on the system level, the management level, and the technique level. Through the examination of materials about the three levels, the study presents insights about the implementation process of the school-based curriculum development. There are four important points. (1) The process of curriculum implementation among the three levels is consistent and controlled. (2) The three levels of curriculum implementation are related yet separated. (3) The Implementation is influenced by both structural factors within levels and by key persons’ cognition of and capability towards the new curriculum. (4) Influence between the three levels and the new curriculum is mutual.