【中文摘要】本研究旨在探讨具宗教信仰的机关团体或个人，在实施宗教教育时，依据佛教的根本理念，如何来设计与发展宗教性课程，以成办教育志业或提升教学质量，增益社会之健全成长。
本研究首先以宗教教育在国小实施可行性的评估来说明宗教教育之可行性及迫切性；以重要的课程设计取向与模式，及国小佛教教育基本义涵的分析结果，做为说明国小宗教性课程设计与发展的理论基础，并归纳出宗教性课程设计与发展的理论参考架构，做为访谈的依据；其次依据访谈结果分述宗教艺术类、禅修类及具宗教精神之道德教育类课程设计与发展之现况，并整理出台北县、市佛教教育课程设计与发展参考架构图，并利用搜集到的适于小学生阅读或欣赏的现行佛教刊物、歌曲等做为设计佛教辅助课程的参考（附录三）；最后，综合比对理论与实务所得的研究结果。
　　 研究者从文件分析与实地访问调查当中，发现：佛教团体、个人长期以来一直扮演国小佛教教育提供者的角色；宗教教育的普及有赖于虔诚信仰的教师；设计活动式、研讨式、趣味性的课程更能吸引学生；宗教教育的成败和单位首长的支持与否有关；目前学校内宗教性课程设计者与发展者，几乎都是以团体编出来的教材或是依个人经验设计课程，比较没有深入学理的探讨，课程方案的实施大都采取融入式，若是独立设科，实施的时间多在分组活动时间、早自习及正式上课的前三~五分钟。
针对研究目的与研究问题，本研究提出下列的结论：国小实施宗教教育是可行，且有其必要性；从事宗教性课程设计与发展，宜依据“众生平等”、“灵性启发”、“意志自由”、“人我兼重”的理念，针对地区特性、学生背景采取适宜的课程设计取向与模式；课程设计基本要素之间互为关联、连续与回馈的关系；国小宗教性课程设计与发展必须掌握宗教教育的理念、原则、要素及发展流程，并据以建构国小佛教教育课程设计与发展的参考架构图，提供有兴趣者参考；国小佛教教育基于“众生平等”、“灵性启发”、“意志自由”、“人我兼重”的理念，开展其教育内涵；及国小宗教性课程的设计与发展呈现教派领导者理念与个人体证两极化发展。
　　 最后，本研究提出以下几点建议：师资训练机构应开设《宗教研究》的学分，让有兴趣之老师研修，以解决师资不足的问题；政府或基金会能支持宗教教育的实验工作，如聚集修行有体证的老师，共同设计与发展宗教课程，并以种子教师回校推广；学校首长先以道德教育、生命教育的推行，再转化成宗教教育的实施；宗教团体可开设安亲班，辅导内容兼顾世俗学科及初级宗教课程；建议后续研究者可研究下列的问题：
　　 一、宗教对话对宗教教育影响之研究
　　 二、有宗教信仰的教师教学理念转化问题之研究
　　 三、融入式宗教课程之研究
　　 四、建立国小宗教性课程基本能力指标问题之研究

【英文摘要】This thesis aims to study how Buddhist organizations or individuals design and develop religious courses to upgrade teaching quality and improve social development.
　　 This research’s key elements are as follows: feasibility study on elementary school’s religious courses, the analysis of fundamental Buddhist education courses oriented by primary course design models as theoretical basis for elementary school religious courses. It also offers a reference framework for Buddhist education course on the bases of　current situation of the courses design and development of art , meditation training and moral education (with religious spirit ).
　　 Out of the analysis of both the documentation and the field study come the following findings. First, Buddhist groups or individuals have always been the providers for elementary school Buddhist courses. Second, the popularity of religious education depends on religious teachers. Third, students are more attracted to courses with various interesting activities. Fourth, the success of religious education relies on the support of the authorities concerned. However, most of the teaching materials in use, compiled by certain groups or based on personal experiences, are lacking theoretical exploration. The implement of such courses can be built-in or independent. As far as time is concerned, religious courses are usually conducted in group activities, morning recess, or the first 3 to 5 minutes before class kicks off.
　　 In terms of the goal and the questions of the research, we offer the following conclusions: Firstly, the practice of religious education in elementary school is feasible and necessary. Secondly, the religious course design and development should follow the principles of “all men are equal,” “spiritual inspiration,” “free will,” and “ considering both yourself and other people.” According to different areas and students’ background, we should choose suitable course design and model. Thirdly, the basic elements in course design and development are related, continual and influential to each other. Furthermore, the design and development of religious course in elementary school must consider the principles, elements and developing process of religious education, and to build up the blueprint of the religious education course design and development in elementary school. To offer as reference for those who are interested in this. Besides, the Buddhist education in elementary school is based on “all men are equal,” “spiritual inspiration,” “free will,” and “ considering both yourself and other people,” and to develop its educational spirit. Lastly, the development of the religious course design in elementary school is polarized into two ways─the ideas of religious leaders and individual insights.