「敘事探究」是主體對其經驗意義的建構，經驗經由敘說再現成為「文本」，而主體的「視框」決定他/她對經驗賦予的意義，同一個經驗在不同視框下被賦予不同的意義，「視框」的移位使經驗文本不斷被「重新框定」產生的新的意義。教師藉由教學經驗的反思而發現自身隱晦的視框，並擴展新視框，而「重新框定」教學經驗的意義，此即教師教學經驗的轉化。植文以實踐超學科統整課程的一位教師的教學意義建構轉變歷程為例，闡明敘事探 究在教育中的轉化價值。

“Narrative inquiry” in the meaning construction process of the subject of experience, while “reframing” is the changing process of his or her “frame-of-seeing” so as to have a new understanding and give a new text, and this is how the practice knowledge be expanded. So the “frame-of-seeing” of teachers would directly effect the interpretation he or she made about the teaching and students’ learning experience. So to inquiry the meaning of teaching experience meant indeed to self-exam and to self-transfer continually. The teaching story of a teacher’s integrated curriculum practice was illuminated the reframing process and the transformative value of narrative inquiry in education.