本文主要探討臺灣在2014年底通過實驗教育三法後，其中對於學校型態實驗教育的開放，促使原本公立學校在少子化的衝擊下思考向學校型態實驗教育轉型，特就實驗教育實施的內涵、演進與趨勢及學校型態實驗教育之實施與校務變革，進行歷史脈絡與現行發展的探討。內容除以相關法令之制訂精神進行分析外，並佐以國外發展之實例與趨向做一說明。本文認為，實驗教育的精神即是容許跳脫現有教育體制，做出大幅實驗與創新的教育方式，課程與師資可以不受既有規範所限制。而實驗教育近年來之所以受到愈來愈多家長的青睞，除了家長對現今學校環境的不滿而選擇出走外，更多家長因為宗教、課程彈性、學生身心問題等因素而選擇實驗教育。最後，綜結三大方向，做為學校型態實驗教育現階段於校務變革上所代表之意含：一、學校型態實驗教育逐漸成為趨勢；二、學校型態實驗教育的實施必對傳統學校行政型態產生衝擊；三、地方教育治理與實驗學校行政的互動模式有待建立。

This study investigates the school phenomena after the Enforcement Act for School-Based Experimental Education launched in 2014. Many publics school seek to find a transformative way for running the school while facing the challenge of low birth rate. The study explores the content, development, and the trend of experimental education, both domestically and internationally, especially for school based experimental education. It is recognized that the value of experimental education is alternative and innovative in the light of teaching. It is also flexible for making curriculum and recruiting teachers. In addition to the dissatisfaction of regular schooling, many parents now are taking experimental education as another option because of religion, flexible curriculum, and whole person caring for the children. There are three main conclusions: 1. It has been becoming a trend of running experimental education; 2. School based experimental education will impact current regular schooling a lot; 3. The models of the interactions between local government and experimental schools are waiting for being constructed.