隨著新世紀的到來，面對知識與資訊的爆增、多元價值的選擇與判斷，標準化的班級經營模式已經遭到遺棄，取而代之的是「量身訂做」的教育內容，達到激發個人潛能，提升國民教育品質的效果。大量的關於「小班小校」的論述、研究也相應問世。教育是國家發展的根基，為了提高國民的素質，培育國家未來的棟樑，必須在資源有限的情況之下，提高教育資源投入所產生的經營績效。針對這波民間要求實現「小班小校」的改革呼聲，教育部爲也做出了回應，於民國八十七年公佈，將逐年補助地方政府教育經費使國中小一律三十五人編班。至此，小班小校從民間議題變爲教育部的政策。 本研究結合國外班級規模變動之實驗、小班小校的理論基礎、小班教學精神的落實來探討小班小校如何從一個民間議題，快速成為國民教育重點執行的政策，並對落實小班教學政策之困難進行研究。 With the coming of the new century, an explosion of knowledge and information as well as diversified selection and judge, standard class model has been substituted by tailored education, in order to stimulate the potential to enhance national education quality. In the same time, lots of discussion and research about Small-Class has come out. Education is the foundation of the developments of a country. In order to raise the quality of citizens, we have to upgrade the efficiency under the fact of limited resources. Facing such reform requests, the Ministry of Education has announced in 1998 that the quantities of student in a class can't surpass the standard of thirty-five in all junior and elementary schools, from when the Small-Class has changed to educational policy from civil topic. By concluding the experiments of changing class scale in other countries,the theories of Small-Class, the practice of Small-Class teaching spirit, this paper is trying to probe into the major factors which truly influence the way the Small-Class has changed to educational policy from civil topic and also have research on the difficulty to practice the Small-Class policy.
