本文聚焦於目前實驗教育相對於傳統教育體制的獨特特色，以及這些特色對於我國主流教育之啟示，所分析出之實驗教育特色包括：一、從哲學思考出發的教育形式；二、有耐心、不急躁的教育設計；三、自然的體驗探索與永續環保的關懷；四、動手做、做中學；五、深入且塑造學校獨特性的特色課程；六、家長參與與家長教育。對於主流教育與實驗教育的交流與合作建議則包括：法規與行政管制鬆綁，鼓勵各級學校創造特色、從教育哲學思考的角度進行課程的調整、各級學校與實驗教育學校加強相互交流與學習、將環境永續教育活潑化與體驗化、增加學童動手做的教育思考與設計、特色課程交流與結盟；由國家層級政策出發，促進家長與學校的教育合作。

This paper focuses on analyzing the characteristics of experimental education and its implications to the current mainstream education. Findings of the analysis include: 1) experimental education is formed based on philosophical ideals; 2) educational design that promotes patience; 3) instill care for sustainable environment through scientific exploration and experiments; 4) learning by doing; 5) help create and establish institutional uniqueness through specialized program; and 6) parental education through parents involvement. Implications and recommendations are as follows: encourage schools in establishing their own experimental programs through relaxing policies and eliminating administrative barriers; anchoring educational reforms based on philosophical ideals; strengthening collaboration of traditional schools for learning from experimental schools; improve the current sustainable environmental education through stimulation and experimentation; increase lesson design based on learning by doing; collaboration with other schools with specialized programs; national policy enactment; and promote parents cooperation through educational involvement.