随着高中课程改革的深入，很多高中纷纷开设了校本课程．由于微积分内容是很多大学理工科专业的必修内容，且高考中的微积分部分也常常涉及定积分．因此很多高中选择开设微积分校本课程．由于国内高中微积分校本课程还处于萌芽状态，因此对于其教学中所涉及的教学模式、策略、评价等还处于探索阶段，有必要进行深入研究． 本文首先通过文献研究和前期调查，对已有的高中微积分校本课程教学现状进行研究，总结诸多已经开设微积分校本课程的学校的教学经验．在此基础上本文详细介绍了微积分校本课程教学的基本要求，给出了教学目标，制定了教学内容．并结合建构主义、最近发展区理论、有意义学习理论确定出微积分校本课程的教学模式，教学策略，也给出了教学评价原则．进而通过一些校本课程教学的设计案例和评价试题在笔者所在高中进行实践实验，并结合一些测试结果检验了校本课程教学实施的效果． 研究表明，微积分校本课程的学习，能够促进学生数学水平和数学核心素养的提高，优秀的生源、专业的教师团队是开设微积分校本课程并达到良好效果的前提；在教学内容上要结合本校特点，少而精，在教学上要多引导学生进行探究性学习；在评价方式上，从定量和定性两个方面进行多元评价．

With the deepening of the high school curriculum reform, Many colleges and universities have set up school-based curriculum. Most universities has put Calculus into its curriculum as a compulsory course for many majors. Furthermore, differential coefficient and definite integration, which are very important contents in Calculus, are frequently tested in the College Entrance Examination test. Therefore, many high schools choose to set up Calculus as one of its school-based courses. However, most school-based courses on Calculus in domestic high schools are still in its infancy. Thus, further studies on its teaching mode, teaching strategies and evaluation are of great value and significance. Based on the previous studies and early investigation, this paper first set out to figure out a clear picture of the current situation of Calculus teaching in most universities and managed to sum up certain significant teaching experience from them. Then, detailed introduction about basic requirements, teaching objectives and teaching contents were elaborated. With reference to Constructivism, Zone of Proximal Development and Meaningful Learning Theory, this study explored out a practicable teaching mode with feasible teaching methods as well as assessment principles. At last, certain case studies of teaching design and evaluation tests were listed, which verified its teaching effects. This study found out that school-based courses on Calculus could improve students’ performance on Maths. But students’ level and teachers’ ability are the prerequisites of effective teaching. Meanwhile characteristics in each school should be taken into consideration in terms of what should be taught. More should be focused on the absorption of knowledge instead of cramming. More importantly, teachers should encourage students to engage themselves in exploratory learning. Assessments are supposed to be made through quantitative and qualitative methods.