臺灣在1987年解嚴前後，由於政治、社會、經濟等各方面日趨民主化、多元化、自 由化，地方或民間的自主意識逐漸抬頭，因而興起一股重視臺灣本土改革的潮流。臺灣的 文化政策長期以來採「由上而下」的方式，由政府機構主導其發展方向，在進入八◦年代 後亦受到解嚴的影響，行政院文建會於1994年起提出「社區總體營造政策」，從文化藝術 角度切入，凝聚社區意識，改善社區生活環境，建立社區文化特色，期能改造社會文化， 重建臺灣本土文化。教育界受其影響，近年來也開始有學校在課程發展過程中引進社區總 體營造的精神，希望藉由課程引發學生主動關心社區週遭的人、事、物，並擴大對於臺灣 這塊土地產生熱愛與認同。本研究採訪談法爲主，輔以文件分析，並以一所國民小學做爲 研究對象，研究目的主要有四：（一）分析社區總體營造的理念及其與學校課程發展的關 聯性；（二）探討社區總體營造融入學校課程發展的實施歷程與成效；（三）瞭解社區總體 營造融入學校課程發展可能面臨的問題；（四）歸納研究結果，提出結論與建議。

The purpose of this study was to explore the relationship between community renaissance and elementary school curriculum development. After 1987, Taiwan gradually became democratic, plural, and liberal in different fields , such as politics , society , and economy etc. In 1994, Community Renaissance Policy, a bottom-up cultural policy, was proposed by Cultural Construction Committee. The research methods were interview , and literature analysis. Researcher took an elementary school in Kaohsiung County for example. The education aera was influenced by this policy and began to promote integration between schools curriculum development and community renaissance policy. There were four objectives in this research: (1) to explore the ideal community renaissance; then to study the relationship between community renaissance and school curriculum development; (2) to probe into the procedures and effects; (3) to understand the hidden problems; (4) to propose some conclusions and suggestions.