本研究以科技縣一所小學(化名為都市國小)作為研究場域，採用個案研究取徑，進入田野觀察，並運用訪談、參與觀察和文件分析等方式，以更真實的瞭解教師在課程實踐時，所展現出教師能動性的樣貌。並深入探究教師在實踐課程中遇到的難題與其解決策略，以此勾勒出教師能動性狀態、其關鍵影響因素，能彰顯其意義與價值。最後將蒐集到的研究資料，進行分析與討論。其研究結果如下：

壹、教師能動主體的展現(清晰化)：透過教師積極參與課程實踐的研究歷程，映射
出教師能動性的內涵。
貳、找出化解抵抗的方法，能夠激勵教師參與課程實踐將再建構出新的教師能動性
參、在對課程觀點的理解上，因不同立場，產生動力消長。
肆、教師在課程發展時教師能動性所面臨的難題與解決方式。
一、關注教師疲憊感，並透過實踐智慧的調適來提升教師參與課程實踐意願和動 能。
二、課程設計者不完全是教學者，造成課程實踐的落差，透過課程領導人成立教師
專業社群，讓課程可以向下扎根，向上蔓延。
三、過去學校本位課程發展的經驗有助於教師更智慧地應對新課綱的挑戰，並減輕
教師在撰寫課程方案任務上的壓力。
伍、透過個案研究結果的探究，瞭解影響教師參與課程實踐能動性的關鍵因素
一、教師專業學習社群引發教師能動性課程實踐歷程的動力。
二、課程引領者的特質影響其他教師參與課程的能動性。
三、透過教師同儕的力量，使教師有動力參與課程的發展。
四、課程的改變往往來自教師的教學信念。

This study is mainly focus on an elementary school in Hsinchu(Alias: Urban elementary school ) as a case study in order to understand the developing patten of teacher agency when teachers practice and achieve curriculums. Also, the difficulties of practicing curriculums and solutions have been inquired in this study. The research methods include case study, field research, field observation, interview and literature analysis. The conclusions as below:
1.Teacher agency display: Teacher agency intension is reflected by the process of active participating curriculums.
2.Resistance could be seen as a start of teacher agency. Finding solutions as a deconstructed. Inspired teachers to take part in practicing curriculums could be restricted a new framework of teacher agency.
3. The growth and decline of teacher agency due to the comprehension of curriculums and variety of positions.
4. The difficulties and solutions could be faced as exploring curriculums
4.1 Pay close attention on teacher tiredness. enhancing teachers’ willingness and agency by smart adjustment.
4.2 Differences of curriculum results due to the teachers are not the curriculum designers. Establish the teacher professional learning community by curriculums leaders in order to in-depth development.
4.3 The experience of school-based curriculum development could help teachers face the challenges of new Education Curriculum Guidelines.
5. To conclude, the key factors of influence of teacher agency in terms of practicing curriculum.
5.1 Teacher professional learning community enhance teacher agency of fulfil curriculum.
5.2 The characteristic of curriculum leader could cause the willingness of participants.
5.3 Increasing the teacher agency of developing curriculum by teacher peer community.
5.4 Transformation of curriculum is origin of teacher's beliefs.

第一章緒論1
第一節.研究動機1
第二節.研究目的與待答問題4
第三節.名詞釋義5
第四節.研究範圍與限制6

第二章文獻探討9
第一節.教師能動性之理論分析9
第二節.教師能動性相關實徵研究18

第三章研究設計與實施29
第一節.研究方法及流程29
第二節.研究場域及研究對象33
第三節.資料蒐集與分析41
第四節.研究倫理 47

第四章研究發現與分析48
第一節.個案學校教師能動性的樣貌48
第二節.案學校在課程發展時教師能動性所面臨的難題與解決方式55
第三節.瞭解個案中小學教師在實踐學校課程時，影響教師能動性關鍵因素63

第五章.研究結論與建議71
第一節.研究結果與討論71
第二節.建議75

參考文獻77
壹、中文文獻77
貳、英文文獻79

附錄82
附錄一 訪談同意書82
附錄二 訪談大綱83

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