本研究旨在探討偏鄉國民小學在長期面對甚囂塵上的整併、廢校問題下，欲求為小校謀出另一藍海的過程中，初任校長與教師教學思維翻轉對學校發展之研究。研究問題如下：1.探討偏鄉國民小學校長與教師教學思維翻轉之作法。2.探討偏鄉國民小學校長與教師教學思維翻轉之展現。本研究結 果發現：一、校長關懷倡導、實踐力行的領導作為，可提升學校凝聚力及競爭力；二、尊重接納在地母文化是教師教學思維轉變的序幕；三、拓展學生學習 的視野是教師教學思維轉變的延伸；四、教師教學思維翻轉展現於多元的教 學活動及精進的教師專業社群上。研究結論：一、教師教學思維的改變是需 要時間的進程來醞釀；二、校長積極開放的教育理念可促進教師教學思維轉 變，也是小校邁向藍海的契機；三、學生多元展能及學習成效對教師教學思 維翻轉而言是最大的回饋。建議：一、他山之石可以借鏡，卻不能完全移植；二、資深在地教師是教學思維翻轉的開始；三、提供資源及承諾是翻轉教師 教育思維的動力。

The study subject to study the new president and teacher’s teaching thinking to effect the development of remote elementary school, when it was faced with integration and abolition, and keep on going ahead. The study questions as follows: 1. To study the practice of flipping teaching cogitation in remote elementary school. 2. To study in the performance of flipping teaching cogitation in remote elementary school. The results: 1. Principal care advocacy and personally do it can improve the school cohesion and competitiveness. 2. Respecting and accepting the local culture was a prelude to teacher’s flip-thinking. 3. Expanding the student’s vision was the extension of flipping teaching cogitation. 4. Teacher’s flipthinking be presented in diverse teaching activities and upgrading teachers’ professional community. Conclusions and future: 1.Teachers need time to change their teaching thinking. 2. Principal positive educational philosophy can promote the transformation of teaching thinking, and the opportunities of small school go ahead. 3. It was the maximum feedback for teacher’s flip-thinking, that student’s learning outcomes and multiple activities. Suggest: 1.The experience may be learned, but it not be fully transplanted. 2. Senior Local teachers were the beginning of flipping teaching cogitation. 3. To provide resources and commitment were the power of flipping teaching cogitation.