本研究旨在探究國民小學教師面對九年一貫課程變革之態度，並分析不同背景教師在變革態度上的差異。研究先進行文獻探究分析，而後以問卷調查法進行探究，探究係以研究者自編之問卷作為調查工具，針對中部四縣市公立國民小學教師進行調查，發出問卷370份，回收有效問卷300份。調查所得資料經描述統計、t檢定、單因子變異數分析處理，以α=.05的顯著水準進行考驗後，獲致如下結論： (一)國民小學教師面對九年一貫課程變革，大致上都還能接受。 (二)面對九年一貫課程的推動實施，不同職務、服務年資、年齡、教育背景的教師其接受度大致相仿。 (三)面對九年一貫課程的推動實施，女教師的接受度高於男教師。 (四)面對九年一貫課程的推動實施，小規模學校教師的接受度高於大規模學校教師。 (五)面對九年一貫課程的推動實施，偏遠地區學校教師的接受度高於鄉鎮學校教師。 本研究依據上述結論提出以下建議供提動九年一貫課程之參考。 (一)推動教育變革活動時宜正視真正參與者（即教師們）的態度問題，以免良法美意因抗拒而遭致無法竟其功。 (二)應在既有的基礎下繼續推動有關九年一貫課程的宣導與推廣活動，以讓教師們普具相關理念和知能而認同支持此波課程變革。 (三)應強化對男教師的溝通宣導與變革態度的了解，以觸動九年一貫課程的全面實施。 (四)應關心鄉鎮地區及大規模學校的實施狀況，以免產生不同地區及學校間課程變革推動落實程度的差異現象。

　　　　　The purpose of this study is to investigate and compare teachers' attitude toward Nine-years Curriculum Program change. To attain the purpose mentioned above, the research is conducted through literacy review and questionnaire survey. The instrumentation used for the collection of data was a self-developed questionnaire. A total of 370 teachers were selected, with valid responds posting 300. The following conclusions are drawn from this study: 1.Teachers' attitude is positive on Nine-years Curriculum Program change. 2.There is no significant difference among difference position, service years, age, education background teachers toward Nine-years Curriculum Program change. 3.There is a significant difference between male and female teachers toward Nine-years Curriculum Program change. 4.There is a significant difference among different scale school teachers toward Nine-years Curriculum Program change. 5.There is a significant different among difference location school teachers toward Nine-years Curriculum Program change. Based on the findings and conclusions in this study, recommendations for prompt Nine-years Curriculum Program are also included.