本研究旨在瞭解國民小學教師進行知識創新的可行策略及其障礙因素，並比較不同個人背景變項對其可行策略與障礙因素看法的差異情形。本研究之研究對象為服務於臺南縣的國民小學教師，探行教師訪談與問卷調查法兩種研究方法，訪談的對象為四位國小教師；問卷調查部分則以立意取樣的方式寄出750份問卷，有效問卷計669份，可用率為93.44%，所得資料以百分比統計、t考驗、單因子變異數分析等統計方法進行分析，俾驗證研究假設。本研究發現國小教師進行知識創新的可行策略為充實新知、進行標竿學習、促進議題討論、培養隨機應變能力、增進新舊經驗融合能力；而障礙因素為他人知識取得不易、不願進行創新、無法進行有效學習、知識領悟力與思考靈活度不足、新舊知識無法建立交集。為有效促進知識創新，建議由建立教師社群激勵運思的靈活性、從事行動研究、形塑終身學習專業機制、摒除自我防衛機制、推動組織學習、規劃促進知識創新相關獎勵措施等具體向度加以落實。

The purpose of this study was to realize the feasible strategies and the impeditive factors for elementary teachers to innovate knowledge and compare different viewpoints about feasible strategies and the impeditive factors in the category subject's background. The subjects were teachers who serviced at the elementary schools in Tainan county. The two research methods employed by this study were interviewing with teachers and distributing questionnaires. The subjects interviewed were four teachers at elementary schools in Tainan county. A total of 750 questionnaires were mailed out in a purposive sampling way, of which 669 were completed and considered as valid questionnaires. The return rate for the completed questionnaires was 93.44%. Data, collected through questionnaires was analyzed by percentage statistics, T-test, and one-way ANOVA to provide evidence in support of the hypothesis. The result of the research was as follows: The feasible strategies for innovating knowledge were enriching new knowledge, benchmarking, discussing, brainstorming, teaching research and experimental teaching, developing abilities to be agile and flexible, and supplying enough motives from school. The impeditive factors for innovating knowledge were few learning opportunities, an unwillingness to be innovative, low learning motivation, inabilities to adjust to changing circumstances, and differences among knowledge.