本研究目的在於建構教師層級課程評鑑模式，提供學校教育人員進行課程評鑑時之參照，以改善教師層級課程評鑑實務。探究焦點在於課程評鑑模式建構的歷程、成果與其應用評估。以觀察、訪談及文件分析為主要的研究方法。模式建構歷程分為起始模式、模式修正、形成新模式及模式的應用評估四個階段，邀請兩位國小教師參與。具體的模式建構成果包括教師層級課程評鑑模式及課程評鑑檢核表，具實用性，可提供給實務工作者作為課程評鑑工作的具體指引，讓評鑑工作更為系統化。

根據研究結果，本研究獲致以下結論：
壹、教師層級課程評鑑實務仍待強化與擴展。
貳、進行合作式的模式建構需克服合作行動研究本身的限制。
參、合作的模式建構歷程可以促進研究參與者的專業成長。
肆、以起始模式、模式修正、形成新模式及模式評估四階段的模式建構是較為完整的歷程，但不能忽略模式建構與修正的持續歷程。
伍、模式建構除外顯的模式，宜注意經驗的內化與建構。
陸、模式應用時應考慮脈絡因素及相關原則與條件。

依據結論，本研究針對教師層級課程評鑑實務、模式建構成果之應用及後續研究提出建議。

The main purpose of this study was to construct an applicable curriculum evaluation model for teachers in order to improve their teaching practice. The study aimed to explore the process, product and assessment of the model construction.
Two elementary school teachers were invited to participate in the different phases of the study. Observation, interviews and document analysis were used to collect the data. The main contribution of the study was the construction of a curriculum evaluation model and checklist for teachers.
Based on the results of this study, some important conclusions were reached:
1. The practice of curriculum evaluation at teacher’s level needs to be strengthened and improved.
2. The participants in the process of model construction need to overcome the difficulties coming from the collaborative action research itself.
3. Collaborative model construction can facilitate the participants’ professional development.
4. The comprehensive process of model construction includes four phases, namely initial model, model modification, revised model and model assessment, but model construction needs to be an ongoing process.
5. The main product of model construction includes the visible form and applicable inner skills.
6. To apply the curriculum evaluation model, it is vital to consider the context and relevant rules.

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