少年矯正學校的成立，是為了改善收容在少年矯正機構中學生的處遇， 給予他們真正適合其所需的教育。本研究針對目前國內唯一一間收容少年受 刑人的少年矯正學校-明陽中學，探討其課程規劃的模式，採質性研究取向 的個案研究法。透過大量的文件蒐集、深度訪談以及觀察等資料蒐集方式， 將取得的資料加以整理，以正式課程、抽離式課程與非正式課程的架構分析， 歸納出明陽中學的課程模式，提供相關課程研究、規劃和實施的參考。 相較於一般學校以學術性向為主的教學模式，明陽中學的課程試圖以不 同型態的方向發展，包括正式、非正式課程的規劃，讓學生有更多類別的選 擇，依個別的意願與性向鎖定學習的主軸。無論是正式班級、社團的選擇， 乃至於臨時班、個別學習或班級活動的參與，都只是學習的工具或手段，讓 學生了解自己的優勢能力與缺陷，透過訓練或在活動準備的過程，發覺自己 的不足和需要，自願性地讓自己主動學習增能，達成自我成長的目標。明陽 課程模式的特殊性，就是在原本認定最需要被規格化的監獄中，施以最大的 彈性：不管學什麼，都只是一個途徑或介面，讓學生充分自我探索、訓練思 考、培養各種能力，並且學習建立人與人之間的良好關係，培養未來社會所 需公民的能力與態度。

The juvenile correctional schools in Taiwan were established to improve the original treatments of the students in the correctional institutions, providing them the proper education they truly need. This qualitative case study analyzed the curriculum plans of Ming Yang High School, which is the only juvenile correctional school for the juvenile offenders in Taiwan. Data were collected by interviews, document analysis and observations. The curriculum category includes formal curriculum, pulling-out curriculum and informal curriculum. The curriculum model of Ming Yang High School provides an example for juvenile correctional school curriculum planners. The curriculum category of Ming Yang High School including formal and informal curriculum differs from normal high school to center on academic subjects. Each kind of curriculum was developed in response to students’ needs, their wishes and aptitudes. The curriculum provides students chances of self-development in order to explore themselves and be active learners. The purpose of the flexible curriculum helps students can figure out what they really need, be able to manager interrelationship and prepare themselves well in the future.