本研究旨在瞭解新竹縣大坪國小自2000年至2013年期間進行多元智能實驗方案，校本特色課程之發展歷程、影響因素、困境與策略發展之情形。本研究透過訪談、文件分析等方法蒐集資料，就所蒐集資料進行整理、歸納、分析，進而提出結論及相關建議，供教育工作者及未來後續研究之參考。本研究主要發現歸納如下： 一、大坪國小特色課程與情境分析具關聯性，多元智能特色課程具有在體制內學校推廣的高度價值，家長高度支援課程推展，更是其亮點特色。 二、大坪國小特色課程實驗工作仍受到科層體制的限制，教師流動率高及組織成員溝通影響特色課程願景的建構。 三、大坪國小特色課程設計與實施歷經不同階段逐步修正實施，雖面臨時間壓力及觀念差異等各種挑戰，但家長的參與支持成為學校特色課程推展強而有利的後盾。 四、大坪國小特色課程評鑑採取非單一的評鑑方式，且能依據評鑑回饋及學生表現，做為課程修正的參考依據；惟可再強化特色課程評鑑的系統規劃與管理，建構系統化明確的評鑑指標，落實專家學者持續輔導，加強校本特色課程傳承。

The study is intended to investigate the experimental program of multiple intelligence at Da-Ping Elementary School between 2000 and 2013. The developmental process, influencing factors, predicaments and strategies of its school-based feature curriculum are considered and discussed. This study collected data through an interview and document analysis, which were used to draw conclusions and recommendations through generalization and analysis, and it further provides very useful reference for those who would like to do further research in the educational field. The results of the study were as follows: 1. It shows that there is a correlation between the environmental analysis and feature curriculum at Da-Ping Elementary, the multiple intelligences feature curriculum in this school possesses very high value for promotion within the educational system, and the parents are very supportive to this program, which is the highlight of Da-Ping Elementary School. 2. The experiments of Da-Ping Elementary feature curriculum are still subject to institutional hierarchical constraints, teachers' high mobility, and communication among the members within this organization affecting the construction of the vision of feature curriculum. 3. The design and implementation of Da-Ping Elementary feature curriculum have been through different stages of revision step by step. Although there are time pressure, conceptual differences, and other challenges, the parents' involvement and support become the strongest backup of the promotion force for school feature curriculum. 4. The evaluation of feature curriculum at Da-Ping Elementary is a non-singular method, and it can be used as the base of courses correction according to the assessment feedback and student performances.However, it is advised to reinforce the systematic planning and management of the evaluation for feature curriculum, construct a systematic and clear rubric, implement experts' and scholars' continuing consulting, and strengthen the inheritance of school-based feature curriculum.