「夏日樂學」是教育部利用國民中小學暑假試辦提供本土語文及整合式學習課程，以達成教育創新實驗、提升學生學習成效之計畫。各界對該計畫可預防學習失落等效果雖展現許多期待，但也提出對其定位與如何實施之質疑。為探究有效因應方式、順利推動該計畫，本文乃以和該計畫在目的、內涵、課程架構與實施型態上皆極為相近的日本週六上課方案為例進行探究，期能借鏡日本經驗做為推動夏日樂學計畫之參照。本文首先透過相關文獻闡述由「土曜授業」、「土曜課外授業」與「土曜學習」三種學習活動構成的週六上課方案，其次整理實施案例並分析其面臨之課題，最後再提出三項啟示，俾做成結論。

The “Enjoying Summer Learning Program (ESLP) ” is a pilot project of using summer vacation as providing local languages and integrated learning curriculum for elementary and junior high school students which hold by the Ministry of Education, Taiwan. With aims of achieving educational innovative experiments and enhancing students’ learning effectiveness, ESLP is expected as its effects for preventing students’ learning loss. However, some issues like “what position should it take? ” and “how to put into practice?” are also called into questions. To clarify effective ways to cope successfully with this program, this article selects a project of school Saturday activities in Japan as an example that is closely similar to ESLP with its purposes, contends, curriculum frameworks, and types of implementation. Also, with expectations of Japan experience that could contribute to ESLP, this article starts to describe the Japan case from correlated literatures, which are structured by “Saturday lessons”, “Saturday outside-curriculum lessons” and “Saturday learning”. Then to arrange school cases as well as analyzing its tasks they faced in this project secondary. Finally, to conclude, this article discusses with a viewpoint of institutional changes selected to provide recommendations for ESLP.