本文從組織與系統的觀點，探討我國科技行政體系。係采鉅視分析，由體系的建立、 組織的誕生與變遷，逐步探究整個科技行政體系的結構與功能。 全文除緒論與結論外，共分五章，要點如下： 緒論部分：說明研究主題與範圍、探討問題、研究現況、研究方法以及分析架構。 章節安排依序為：第一章：以開放系統理論，說明環境因素對組織的影響，亦即組織 是環境的產物。共分二節，分別探討主要科技行政機關之誕生、成長與變遷，以及各 種特殊任務編組性組織的成立與影響。 第二章：以體系的結構分化，析述我國科技行政體系的縱向層級結構與橫向分部結構 。以為以下和章探討科技指導系統的基礎。 第三章：探討科技行政體系的輸入動力，分政策目標與科技精英二節。 第四章：首先從決策結構及咨詢結構角色，說明科技政策的形成，次就推動策略、人 力與經費的投入，以及重要的行政配合措施等，分析科技行政體系的轉化過程，藉以 明瞭我國科技政策的制訂與執行過程。 第五章：以組織、結構以及轉化過程等三個面向，探討科技行政體系的輸出成果。 最後，結論部分則指陳本研究的主要發現、檢討與展望，並試提筆者的建議。

本研究採用質性研究方法，以開放系統理論為架構，從組織運作的角度來探究個案學校─種籽親子實驗國民小學之日常生活和教育實踐，從而描繪出這所另類學校的學校圖像，並分析該校穩健存續的因素。本研究之研究結果如下： 一、本研究分別以「學生學習的制度」和「學校運作的制度」來描繪種籽親子實驗國民小學之學校圖像。前者包含課程學習及生活學習的各項制度，開展出師生自由自主、和諧共融的家校生活；後者敘述親師合作辦學治校，以及攸關教師成長的各項制度，開展出親師互信互賴、共同成長的家校生活。這兩個圖像共同呈現該校特殊的「家校生活」面貌：親師生皆能自在地以其本然面貌所展現的個別性，在學校共同生活。親師生和諧共融、互信互賴的基礎正在於鼓勵個人真實呈現自我的制度與文化。「家校生活」不僅意味著親師生在學校能延續著各自在家庭裡個人化的樣貌，更顯示家庭與學校之間資源互通、成員交流，學校呈現出由一個個學生家庭及教師團成員的家庭所組成的共同體。學校生活能自然融合、連結個人生活的其他面向，個別親師生因而在學校展現出一個個自主自在的完整學習個體的面貌。 二、種籽親子實驗國民小學的內部系統特性及其外部環境關係，如下數端： （一）結構系統呈現低度科層體制特性 （二）討論文化的底蘊是「支持個別差異的開放文化」與「有機體的合作文化」 （三）教師個人系統與家長、學生個人系統彼此協調而互有影響 （四）政治系統顯現個人範疇權力的運用與組織需求的轉化能解決衝突 （五）學校與地方教育主管機關互動良好但疏於經營與所在社區的關係 三、自我組織（self-organization）的組織本質是種籽親子實驗國民小學穩健存續的因素。以內部系統來看，該校的文化系統強韌並與個人系統協調，使其維持低度科層結構並得以化解組織衝突，內部系統顯現調和一致性。以學校組織的整體系統來看，該校是文化系統運作顯著的開放系統，文化系統具自主性的「調節回饋」本質，使學校形成「自我組織」，能因應內部系統與外部環境的擾動或壓力，得以穩健存續。 四、對於種籽親子實驗國民小學的建議： （一）親師生合力建構「種籽學」論述，做為自我改革學校變革的系統性基礎 （二）建立師資培育模式，踐行公共化使命 五、本研究對於國民教育的啟示： （一）朝向彈性的「自我組織」發展，學校更具創新變革能力 （二）建立有利於「自我創化教師」生成的學校環境 （三）親師生共同建構學校信念，形成「信任連結」關係為學校發展基礎 （四）以種籽親子實小的經驗看「實驗教育」的挑戰與因應 1. 「學校評鑑」方式應以協助學校發展為目的，宜更具彈性、因校制宜 2. 主管機關宜促進另類學校與一般學校深度交流或彼此成果分享 3. 種籽親子實驗國民小學的學校運作模式可為偏地小校轉型再生的參考 / This dissertation applies qualitative research method and the “open systems theory” to amplify on an alternative school picture of Seedling Experimental Elementary School, and inquiries the elements on the sustainable development of the alternative school. The results of this dissertation upon the case study on Seedling Experimental Elementary School are as follows. 1. By describing and analyzing the manners and systems of student learning and school operating, this dissertation points out that the school picture of Seedling Experimental Elementary School is home-school life of trustful coupling relationship among parents, teachers, and students. 2. The organizational characteristics of Seedling Experimental Elementary School are as below. (1) It seems as if Seedling Experimental Elementary School is a bureaucratic organization, but just at a modest rate, is not typical bureaucracy. (2) The intrinsic qualities of discussing culture are supporting individual differences and cooperation. (3) The individual systems of parents, teachers, and students are congruent. (4) Invoking individual power and transferring the need for organization can reconcile conflicts in the political system of organization. (5) Seedling Experimental Elementary School has the good relationship with the authorities, but has the aloof relationship with the local community. 3. The innate character of Seedling Experimental Elementary School is “self-organization” that can reconcile the inner systems of the school organization and embrace the challenges or stress come from outer systems. Seedling Experimental Elementary School as a self-organization can be developing steady. 4. This dissertation makes two suggestions to Seedling Experimental Elementary School. First of all, parents, teachers, and students can collectively build the “Seedling knowledge”. Secondly, Seedling Experimental Elementary School can accomplish educational mission for the public by establishing the method and program of teacher education based on “Seedling knowledge”. 5. This dissertation makes some suggestions for national education. (1) The authorities could assist schools to be “self-organization-orientated” school organizations. (2) The authorities could assist schools to cultivate teachers to be “self-creation-orientated” teachers. (3) A school principal could lead parents, teachers, and students to work up the school belief and vision, which may develop trustful coupling relationship that could be the base of school. (4) Three suggestions for experimental education: first, school evaluation for schools which are proceeding with experimental education should be flexible and expediential; secondly, the authorities can boost the communication and promote the cooperation between alternative schools and common schools; finally, the school operating model of Seedling Experimental Elementary School could be the reference and resource for the transformation of small schools in rural.