本研究基於教育改革風潮中，教師的課程與教學之專業自主權益受重視，更多國小教師得以參與學校層次以上的課程發展，因此實際參與課程發展的教師為對象，探討國小教師參與中央、地方與學校層級課程發展的情況。
研究目的有四：(一)探討國小教師參與各層級課程發展的緣由與動機；(二)探討國小教師參與課程發展過程中的角色與權限；(三)瞭解教師參與的困優與得失，以及影響其參與意願的因素；(四)根據研究所得，對未來國小教師參與課程發展提出建議。
研究方法以文獻分析與訪談為主，輔以觀察。文獻分析包括有關教師參與課程發展的相關論述與實證研究，以及課程發展的實施計畫、會議記錄與成品等文件資料。訪談主要以面對面方式進行，對象皆為具有學校層級以上的課程發展經驗者，包括32 位國小教師，4位學者，4位校長。訪談大綱重點為教師在課程小組或委員會中參與的情況、教師參與的感受，以及對「教師參與課程發展」的看法。
根據研究發現，獲致以下結論：
第一、在各層級課程中發展中皆有教師參與，但參與的人數、程度及權限則隨層級而有不同。除了課程標準之外，在其他許多課程發展小組中，教師已居於主導地位，由此證實也有能力成為課程研究者的生產者。
第二、教師應該參與課程發展，但並非由每位教師參與每件事，而是與其他領域的專業人員共同合作，依據不同的興趣與專長，作適當的分工。
第三、課程發展的過程包含一連串大小輕重緩急不等的決定，是彼此說服與妥協的過程，很難有人能全權作決定。成員的心胸及召集人的態度與過程中意見相左的解決方式息息相關，乃成員合作成敗的重要關鍵之一。
第四、在課程委員會或課程小組中，各種身份的成員人數比例並不代表其影響力大小或發言的多寡。因此，提高教師人數比例雖然必要，卻非問題的關鍵，關鍵在於是否找到真正適合的代表。
第五、以完整的課程發展模式審視之，嚴格來說，我國國小課程有許多是「編」出來，而非「發展」出來的。因為研究發展、研習推廣及試教評鑑等階段，經常受到忽略，而且課程委員會或課程小組通常只是臨時性的組織。
第六、教師在參與課發展的過程中，面對困擾時大多不會產生激烈的反彈，或者試圖改變制度上的問題，而是在現有條件下盡量去克服困難。但若教師遭遇的困難長期無法獲得解決，則可能降低教師參與的意願。
第七、教師參與課程發展之後所獲得的正面影響遠甚於負面影響，且多肯定教師參與的功能與能力，顯示出教師參與課程發展的重要性及可行性。但可惜的是，參與校外課程發展的都是很少將獲得的經驗與新觀念帶回學校，和未參與的教師分享。
第八、課程權力有重新分配之事實，教師參與學校層級以上課程發展的機會較以往增加，值得鼓勵；但就整個課程發展的權力運作取向而言，仍多屬「由上而下」的行政模式，大部分教師仍處於被動的角色。
第九、在教師自行發起的學校層級課程發展中，參與的教師自主空間最大、教師參與人數最多，教師對本身的權限也很滿意，對於教師的課程自主，具有正面的意義。
最後，依據研究發現與結論，分別對於教育行政機關、教科書出版單位、師資培育機構、學校及教師本身提出若干建議。

With the trends of education reform after the revocation of Martial Law in Taiwan, theachers' professional autonomy in curriculum development is getting imporant. The stualy focuses on the perceptions and feelings of the elementary school teachers as curriculum developers, not in their own classrooms, but in the curriculum committees at national, local and school levels.
The purposes of this study are to explore teachers' motivations for joining the curriculum committees, their attitudes towards involvement in curriculum development and the satisfactions or dissatisfactions derived from involvement. Besides,it explores the roles and positions of teachers in curriculum committees.
In order to accomplish the purposes mentioned above, the study applies the methods of document analysis and interview, Interview is conducted with those who has been recently involved in curriculum committees, including 32 full time elementary school teachers, 4 professors, and 4 elementary school principals.
Several conclusions result from the findings and discussions of this study, They are as follows:
Firist, in addition to the amount of the teachers in a curriculum committee, the roles and positions of teachers are also related to the levels of curriculum development. However, there is evidence that teachers are able to be researchers and curriculum developers.
Second, teschers should be involved in curriculum development, but it does not mean that every teacher should be involved in everything. Teachers must be divived into different groups according to their interest and expertise, Then, many kinds of professionals cooperate in curriculum committees.
Third, a lot of decisions are made in the process of curriculum development. It is impossible to make decisions only by one person because every decision must be made through committee members' discussions and negotiations.
Fourth, in order to promote teachers' position and speak for other teachers in curriculum committees, it is very important to choose suitable representatives among elementary school teachers.
Fifth, according to a complete model of curriculum development, the curriculum development committees in this study are not perfect becaust R & D, experimental teaching, diffusion, teachers' in-service training and evaluation are often neglected.
Sixth, although teachers have to face somr difficulties in curriculum development, most of them try thier best to overcome these difficulties in stead of trying to change the regulations or institutions. Nevertheless, if these problems can not be efficiently solved as soon as possible, it is believed that less teachers will be involved in curriculum development voluntarily.
Seventh, involvement in curriculum development offers the teachers, in this study, many psychic rewards such as professional growth and self-confidencd. However, it is a pity that teachers involving in curriculum development beyond classrooms seldom share new ideas or information with the others who are not invoved.
Eighth, the model of curriculum development of primary education in Taiwan is still belonged to an administrative model which is from top to domw, Therefore, most teachers are passive in curriculum development.
Ninth, the example of school-based curriculum development in this study stands for teachers' auronomy in curriculum.
Finally, the study recommends some suggestions for the improvement of teacher involvement in curriculum development as well as further research.