本文以自我敘說探究，觀看並反思一段課程實踐經驗。其主要目的有二，首先，藉助自我敘說來深化自我意識，使課程實踐更具合理性基礎；其次，希望透過敘說邀請更多的實踐教師分享自己的生活故事，參與實踐對話，進而產生課程改革的基層力量。 於文中，敘說了課程實踐的困境與轉折，並在其中融入了對過去的詮釋與反思，這些體現了身為一位實踐教師，於實踐情境中所面臨的巨大張力，以及企求解放自身與孩子的那種矛盾和掙扎的實際歷程。

A self-narrative inquiry is used for viewing and reflecting upto a curriculum praxis in this study. The two purposes of the study are to make use of the self-narrative inquiry to deepen self-consciousness in order to give curriculum praxis a rational foundation, and to invite more practice teachers to participate in praxis and to share one's own life story in order to intiate curriculum reform at the grassroot. In addition, difficulties and opportunities during the curriculum praxis and interpretation and reflection of the researcher's past praxis experiences are discussed in the study, uncovering enormous tension practice teachers endure and remedy of contradiction and confusion the pupils and the researcher encounter during the praxis.