本研究旨在探究香港優質學校改進計劃（Quality School Improvement Project, QSIP）課程協作之關鍵要素及其所面臨之挑戰。本研究採個案研究法， 透過參與式觀察（含國內學術研討座談和移地研究）、訪談、文件等方式進行資 料蒐集與分析。結果發現QSIP 課程協作之關鍵要素為全面觀照（Holistic）、講 求證據（Evidence-based）、情感關懷（Affective）、反思實踐（Reflective）以及 彈性轉化（Transformative），簡稱HEART。其次，QSIP 具分佈式專業（distributed expertise）形態，以校情為本，體現課程共力（co-generating capacity for curriculum innovation），開展生產式學習（productive learning）與回應學校文化之課程夥伴 協作關係。即使QSIP 累積20 年豐厚課程轉化、協作與推動之經驗，仍得面臨 經費與資源短缺或縮減之挑戰。最後歸納研究結果提出建議，期能提供十二年 國教課綱推動與課程協作之參考。

The aim of this study is to explore the curriculum collaboration in Hong Kong’s “Quality School Improvement Project” (QSIP), including the critical elements and challenges it faces. The study was conducted by using a qualitative case study approach. Data were collected through participatory observations (including domestic academic seminars and research abroad), interviews and a review of documents. Results demonstrated that QSIP was characterized as “HEART,” referring to “Holistic,” “Evidence-based,” “Affective,” “Reflective,” and “Transformative.” It helps partner-schools generate productive learning and culturally responsive curriculum collaboration through distributed expertise, and also provides schoolbased service and embodies co-generating capacity for curriculum innovation. However, even though QSIP has been conducted for nearly 20 years with rich experience in curriculum collaboration, it still faces challenges from partner-schools and short of funds. In brief, the experience of Hong Kong’s QSIP experience may offer some insights in implementing the MOE 12-Year Curriculum Guidelines and its related curriculum collaboration in Taiwan.