本研究运用质的研究法对上海L小学展开民族志的田野研究，三次进入研究现场，以志愿者的身份在该校工作，在与研究对象建立起互相信任互相帮助的研究关系的基础上，运用访谈法、观察法和实物分析法对该校儿童哲学校本课程资料进行情境脉络资料和文本资料的收集。通过对该校儿童哲学校本课程十三载发展历程的回溯和梳理，展现其校本课程发展过程的全貌，对该校教师在校本课程开发过程中所获得和行使的教师课程权力差异进行描述，并分析导致教师校本课程权力差异和难以行使的外部原因和内部原因。通过对目前校本课程的课程目标、校本教材、教师教案等实物资料呈现儿童哲学课程中蕴含的课程价值取向。进而运用课程社会学中有关“知识与权力”的观点，以及社会学冲突论的视角对该校教师的校本课程权力与校本课程的价值取向展开分析和诠释。发现L小学儿童哲学校本课程同时存在“人本中心”和“知识中心”的课程价值取向，这两种不同的心理倾向使得教师校本课程权力在课程目标的制定、课程内容的选择、课程实施和课程评价阶段表现出不同的行为趋向，并且教师校本课程权力的行使有助于进一步落实“人本中心”的课程价值取向，即教师校本课程权力和儿童哲学课程价值取向之间存在相互作用的关系，体现了现代相互蕴含的知识与权力关系。最终，笔者还总结出L小学教师校本课程权力发展的螺旋上升轨迹。

The qualitative research method was applied in this thesis by using the ethnography to conduct a fieldwork in Shanghai L Elementary School. The author got into this school three times, worked in this school as a volunteer, and established a mutual-trust research relationship with them. In which way the author collected the context data and text data about their school-based curriculum on the Philosophy of Children using the method of interviews, observations and document analysis. 　　　By recalling and arranging the school-based curriculum development on the Philosophy of Children in the L elementary school during the thirteen years, the author presented the panorama of this process and describe the differences about the teachers’ school-based curriculum power between different teachers. Meanwhile, the author analyzed the external reasons and internal reasons which resulted to this phenomenon and why these powers were difficult to exercise. Then the author gave a presentation about the curriculum value orientation on the Philosophy of Children in the curriculum aims, textbooks, teaching plans and other document data.　　　Furthermore, the author used the standpoints of the sociology of curriculum on the relationship between knowledge and power, and the perspective of sociology to analyze and interpret the data. The author found that the humankind-center orientation and the knowledge-center orientation were both existed in the school-based curriculum. Moreover, the use of teachers’ school-based curriculum power will carry out the humankind-center curriculum value orientation further. Which means the relationship between the teachers’ school-based curriculum power and the curriculum value orientation was mutual effect, which indicated a mutual inclusion relationship. Eventually, the author concluded a spired development pathway.