本研究以台北縣乙所國民小學為個案，從學校校本變革的角度著手，聚焦於學校社團作為推動校本變革策略之探討，藉以了解學校如何以校本精神推動校務創新。 本研究基於文獻探討之基礎，在個案研究的架構下，以訪談收集資料。訪談對象以個案學校校長、具有實際經營社團行政與運作的主任、組長、和社團家長為主；先探討個案學校進行校本變革的背景與當時的運作情形，並了解個案學校以社團發展作為校本變革策略的考量以及學校社團發展的動態歷程，最後進一步分析個案學校社團發展的多元性與差異性。歸納研究結果獲致下列結論並據以提出建議。 一、結論： 1.校本變革是學校精益求精的行動過程。 2.教學與行政相輔相成，皆為校本變革的內涵。 3.校本變革具有目標多樣性、活動整體性、歷程不確定性、策略情境性與行動意義性等特性。 4.校本變革的發展歷程分為起始、實施及制度化三階段，各有重點任務。 5.校本變革的推動歷程必須從「組織」、「計畫」、「人員」和「資源」四方面綜合觀照。 6.變革的主要困難在於人力與時間等資源。 7.校長是校本變革的推手，而學校特殊條件和資源則是校本變革的動力與基礎。 二、建議： （一）對實務面的建議 1. 對於其他學校未來進行校本變革的建議 （1）善加利用與整合資源。 （2）學校需透過持續的對話與溝通為相關人員進行校本變革的準備。 （3）在校本變革策略的形成上，可鼓勵並支持由下而上的發展模式。 2. 對於其他學校未來推動社團的建議 （1）結合學校周邊資源，掌握學校優勢，順勢成立學校社團。 （2）善用家長力量，成為學校社團運作最大的支援。 （3）借重專業能力，社團由學校老師和外聘老師共同指導管理。 3. 對於個案學校未來推動社團的建議 （1）協助社團轉型，使社團得以永續發展。 （2）校內社團指導老師可逐步學習社團的專業知識與技能 （3）利用多元化的方式進行社員招募工作 （二）對未來研究的建議 1.可針對校本變革其他推動策略及其成效加以評估分析。 2.可選取不同教育階段學校或是不同地區的學校為研究對象加以比較。 3.可進行量化的研究，將各校推動校本變革的經驗進行歸納統整。 The purpose of this study was to understand how an elementary school promotes school-based reform by developing student teams of extra-curriculum activity as the strategy. An elementary school in Taipei County was purposively selected as the case for study. The school principal and administrators, as well as teachers, who were taking the charge of student teams of extra-curriculum activity, were interviewed for data collection. Questions for the interview were focused on: (1) how did the school principal believe in school-based reform and why did he choose student teams of extra-curriculum activity as the strategy for school-based reform; and (2) how did the school manage the problems and difficulties of the student teams of extra-curriculum activity and what were solutions for those problems and difficulties. Based on results of the interview, some conclusions were reached as follows: 1.School-based reform is the process of school striving for progress and excellence. 2.The match of instruction and administration is the key to the success of school-based reform. 3.School-based reform has characteristics such as multiple objectives, wholistic activities, uncertain process, contextual strategy, and meaningful action. 4.The developmental process of school-based reform includes initation phase、implementation phase and institutionalization phase, and each phase has its core task respectively. 5.The impetus course of school-based reform should be observed from organization, plan, personnel and resources with a wholistic perspective. 6.The main difficulties of school-based reform are resources, such as manpower, time and so on. 7.The school principal is the key initiator and motivator of school-based reform and the special conditions and resource of the school are the main power and foundation of school-based reform. Suggestions resulted from the research conclusions for school practice were as follows: 1.Schools proceed school-based reform in the future should use and integrate resources well. They may prepares for personnel by continued communication and encourage the personnel to develop strategies for school-based reform. 2.Schools develop student teams of extra-curriculum activity in the future could unify the school peripheral resources and master the school superiority first. They may make good use of the parent or guardian of child strength and seek the assistance of the specialized ability from outside the school. 3.The elementary school in Taipei County as the case for this study might help the student teams of extra-curriculum activity to reform and use multiple ways to recruit new members. Teachers of student teams of extra-curriculum activity may learn specialized knowledge and skills gradually.