本文主要以行動研究的方式記錄個人在教學場域中面對教學情境轉化之心路歷程。文本呈現以「反思」與「敘說（narrative）」為基調的方式進行與述寫。研究實施期間學生之表現可分為「見山是山」、「見山不是山」、「見山依然是山」等三個階段。第一階段中，筆者基於過去學習之經驗建構一個以「我」為主的初始教學模式進行教學。第二階段以「相關短片」解決理論與實務落差的問題；以「可愛動畫」的安排引發學生的學習動機，而產生了修正的教學模式。第三階段則將教學的「主權」轉移至學生的身上，學生轉化成為課程進行的主角，目的即在建構學生主動學習的情境。結果發現：在課程實施的歷程中，學生的認知產生「基模質與量的轉化」之現象；學生的情意產生「論證氛圍」、「歡樂氣氛」與「小組合作分工」之實際。

This study aimed to record the process of my teaching using action research. This paper was based on first person “reflection” and “narrative”. The process of this study was divided into three parts. The first part, I constructed a beginning teaching model according to my learning experience. The second part, I used a “short film” to solve the gap between theory and exercise, and arranged for “cute animations” to raise students’ learning motivation. The third part, I empowered students to take the leading role in pushing the curriculum. I aimed to construct the situation of learning initiative. The results of this study were: In the process of this study, students’ cognition produced the phenomenon of change in quality and quantity about scheme. And students’ affection produced the phenomenon of “argumentation atmosphere”, “joyous atmosphere” and “cooperation atmosphere”.