本研究旨在探討台北地區國民小學實施九年一貫課程後，第一年各校教學節數的安排、教學型態的改變、定期評量的舉行、社區資源的利用等教學相關事項之情形。研究中以問卷調查和座談的方式蒐集資料。研究發現，在教學節數方面：語文和數學雖是各校普遍採上限的領域，但許多教師仍成不足；彈性教學節數各校大都採中數安排，教學內容多為地方課程和政令宣導所佔滿；課表大都採學期或學年固定式；部分學校會將新課程節數的安排方式擴大到校內的其他年級。在教學型態方面：太多數學校已建立班群的機制，班群的規模多在三或四班間；教師在班群的組成及其課務的分擔上擁有相當高的自主性；生活課程採分科教學的學校的有四成；鄉土語言各班各自教學的比例有七成。在定期評量方面：八成的學校舉行的次數已減少至兩次以下，紙筆測驗仍是受青睞的方式。在社區資源方面：超過三分之一的學校已有成效，三分之一的學校則未展開。本文最後針對學校未來實施和課程修訂提出建議。

The study was to explore the change of instruction for implementing nine years top-to-down curriculum program of Taipei elementary schools. The main objectives were 1 to investigate the time allocation of instruction, 2 to explore the team teaching of teachers, 3 to investigate the times and form for regular evaluation, and 4 to analysis the available of community resource. Within the study, data were collected from the questionnaire and three times meeting. There are some suggestions proposed for elementary schools to implement the new curriculum and curriculum revision in the future.