本研究主要研究目的在探討國中理化課程轉化之相關問題。透過文獻探討，獲得課程轉化理論與實務之認識，以做為進一步質化研究的基礎。其次透過訪談、資料分析與教室觀察，深入探討國中理化課程轉化的過程與模式、影響因素與遭遇的問題，以及不同轉化層次所造成的差距等問題。
對於國中理化課程轉化過程與模式的研究，發現國中理化課程轉化包含課程標準修訂、教科書編輯、教師教學以及學生學習四個層次，而本研究則僅限於前三個層次的探討。課程標準之修訂是由理化科修訂小組成員，透過討論與磋商，逐漸發展而來。理化教科書內容主要是由國中教師編寫，再經過編輯小組與編審委員會共同討論而定案。而理化教師將課程轉化為教學內容的過程與模式，則因教師個人而異。而這三個層次的課程轉化所牽涉的影響因素甚廣，有屬於轉化人員個人經驗、理念的因素；有屬於官方課程規定的因素；有屬於教育理想因素；另外還有屬於教學系統內部以及教學系統之外的因素。從各層次課程轉化遭遇問題的研究中，發現許多值得深思的重要議題，例如：理化合科與師資培育的矛盾、學科本位主義、聯考領導教導教學、教學時數與班級人數的問題等等。在比較各層次的國中理化課程之後，發現轉化過程的確造成教學目標、教學時間以及教學內容方面的差距。這些差距有些來自課程轉化者對於學生需求的考量，有些則是產生於不同層次的課程轉化人員對於其他層次課程的臆測與解釋。但也有部分差距是由於轉化人員個人的特質或習慣。綜而言之，差距並非完全代表負面的缺失，而有部份是因應教育實際情況的需要所做的調整，反而具有創新突破或是課程改革的積極意義。故本研究主張應深入瞭解差距造成的原因，更進一步探討課程轉化的實質內涵，以提高課程轉化的品質。
本研究最後提出幾點建議供課程標準修訂、教科書編輯以及教師實際教學之參考。

The main purpose of this study was to examine problems related to the translation of junior high school's physics-and-chemistry curriculum. Through literature review, the basic concepts of theory and practice of curriculum translation were obtained, providing bases for further qualitative study. In addition to this, interview,analysisof documents and classroom observation were used to understand: (1)processes and modes of the translation of junior high school's physics-and-chemistry curriculum, (2)factors which influenced junior high school's physics-and-chemistry curriculum translation, and (3)differences caused by curriculum translation at different levels.
Through the study of the processes and modes of junior high school's physics-and-chemistry curriculum translation. four different levels, including curriculum standards revision, textbooks writing, teachers' teaching, and students' learning were identified. The range of this study was limited to the first three levels. Curriculum standards were revised by members of "physics-and-chemistry revision panel" through their constant discussion and negotitation. Junior high school'sphysics-and-chemistry textbooks were initially written by junior high school's teachers, and were subsequently discussed and revised by the rest of the textbook writing team and a textbook review panel. The processes and modes through which physics-and-chemistry teachers translated curriculum into practical instructional content were different from one another.
The influence factors involved in these three levels of curriculum translation were numerous, including personal experences and belief of translation members, offcial curriculum regulations, and educational ideal. There were other factors from the instructional system inside and outside. From the study of problems at each level of curriculum translation, it was found that many important issues such as the difficulty of teachers' preparation for integrated physics-and-chemistry curriculum, subject departmentalism, and problems of too many students in a class, and so on, needed to be considered.
After comparing the junior high school's curriculum translation at different levels, it was found that the translation indeed caused differences in instructional objectives, teaching hours, and instructional contents. Some of these differences came from curriculum translators' consideration of students'need.
Others came from the curriculum translators' guessing and interpretation of the curriculum at other level. And still others were due to personal traits and habits. In summery, these differences did not necessarily represent imperfection. Some differences were in fact caused from adjustments which were made in responding to practical educational conditions. These were symbols of creative breakthrough, to practical educational conditions. These were symbols of creative breakthrough, and curriculum reform. Therefore, it was claimed in this study that there is a need to deeply understand the reasons why these differences were made and the substantial contents of curriculum translation in order to raise the quality of curriculum translation.
Finally, several suggestions were made in this study for references of curriculum standard revision, textbooks writing, and tachers' practical instruction.