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教師是實施校本課程發展的關鍵人物，在實施過程中，教師需要不斷重新審視課程及評估學與教的關係。課堂學習研究是參考日本的授業研究（lesson study），並以變易學習理論（the theory of variation）為基礎的一種校本課程發展及教師專業發展模式。教師和大學的研究員對課程中某些重要課題和學生的學習難點進行深入的探討，然後共同設計一堂研究課，最後進行有系統地觀課、評量和反思。本文會先介紹課堂學習研究的理論架構，之後以一個小學常識科研究課案例來說明課堂學習研究的各個步驟，最後討論課堂學習研究與校本課程發展及教師專業發展的關係。 Teachers are the key figures in the implementation of school-based curriculum development. During the process, teachers need to continuously re-examine the curriculum and evaluate the relationship between learning and teaching. Learning study is a kind of school-based curriculum development and teacher professional development model inspired by the lesson study in Japan and grounded on the theory of variation. In each learning study, teachers work collaboratively with researchers from tertiary institutes to plan a research lesson aiming at developing some capabilities or values which are central to the curriculum and in which their students have difficulties to learn. Then they will go through a systematic process to observe lessons, to evaluate and to reflect. This paper first introduces the theoretical framework of lesson study. Then a case of a research lesson of Primary School General Studies is used to elaborate the steps in conducting learning study. Finally, the role of learning study in school-based curriculum development is discussed.