本研究旨在探究個案學校教師在十二年國民基本教育課程綱要的轉化與實踐歷程，包括教師從開始接觸到實踐新課綱的心理轉變、教師轉化新課綱至實際課程與教學的困難與因應策略，並從慎思、反省、批判、行動與解放等歷程，深入分析個案教師的轉化與實踐經驗。本研究採質性研究，選取一所技術型高級中等學校為個案學校，針對該校四位家政群教師進行深度訪談與觀察，進行相關資料的整理、分析與詮釋，最後歸納結果並提出建議。
根據研究結果發現，一、個案教師轉化新課綱經歷初期憂慮、體認變革需要、逐漸調整思維等心理歷程；二、個案教師多循課綱規範進行課程轉化，已達表層改變，但尚未達到信念與態度的全然改變；三、個案教師轉化課程與教學主要困難在素養導向教學、跨域教學及新設科目教學的準備與增能；四、個案教師透過參與專業社群與研習、尋求行政支援及傾聽學生內在聲音等途徑以因應困難；五、個案教師在慎思、反省、批判、行動與解放等課程實踐歷程已有部分程度的經驗，惟在批判與行動上仍待深化，方能朝向解放行動實踐。
根據上述結論，本研究分別提出具體建議，對家政群教師：一、增進教師對家政群科課綱的認知；二、鼓勵家政群教師投入產業界深耕研習；三、增加不同領域教師之間交流機會。對個案學校：一、建立完善的教學設備與資源；二、教師與行政之間保持良好的雙向溝通；三、定期召開會議或對話的契機。對家政群課綱推動團隊：一、提供教師素養導向教學及跨領域教學實例演練與分享；二、建立家政群課程及教學討論平台；三、增加家政群學校巡迴研習機會。

This study aims to explore the transformation and the course of practice for 12-year basic education curriculum. The scope of the study covers the transition of teachers’ mental state as they are dealing with the current teaching system (108 Curriculum Guidelines), and also the challenges they are facing. In addition, the study focuses on the analysis of teachers’ strategies upon different students through the process of self-examination, introspection, criticism, action and liberation.
In this qualitative study, the data was collected from a vocational high school in northern Taiwan. In-depth interviews were conducted with four teachers from the Department of Home Economics Group. After data analysis, the related and complete research results and suggestions are given.
The results are summarized as the following:
1.While putting the ideal of new basic education curriculum into practice, the teachers undergo the transition of mental states from the initial anxiety, and the demand of reform to adjusting their thoughts progressively.
2.The teachers who follow the standard curriculum guidelines
to transform the class, has caused some change to class on the surface, yet their belief and attitude toward teaching hasn’t changed.
3.When it comes to transforming basic education curriculum and teaching, the main difficulties the teacher face are the preparation and improvement of competency-oriented teaching,interdisciplinary teaching, and new subject teaching.
4.The teacher solves the problems by participating professional learning community and training class, seeking the support from administrators, and listen to the inner voice of students.
5.The teacher has several experiences of self-examination, introspection, criticism, action and liberation, whereas they still need to take a deepen critical attitude and action to realize their liberation.
According to the above mentioned results, some suggestions are given to the current state of education:
To home economic group teachers, first, enhance their cognition about the curriculum structure of the home economic subject. Second, encourage home economic teachers to devote themselves to home-economic-related industry. Third, provide platforms, like teacher community, for teachers to exchange opinions with one another.
To the case study school, first, set up sound and complete teaching equipment and resources. Second, keep a nice two-way communication between teachers and administration personnel. Third, hold meetings regularly to stabilize the two-way conversation.
To home economic education curriculum promotion group, first, provide teacher with the training of competency-oriented teaching and interdisciplinary teaching drill and sharing. Second, set up home economic class and teaching discussion platform. Third, establish workshop tours for home economic teachers.

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