本研究旨在探討一所小學教師課程設計的實踐歷程，當中特別關注教師在研擬課程目標、選擇課程、組織課程、實施教學活動，以及評鑑課程過程中所遭遇的難題。研究對象為一所國小的十位教師，研究者以質化研究中的民族誌進行為期四個月的參與觀察研究。在過程中運用現場觀察記錄、錄音、撰寫省思札記、進行訪談及分析相關開會文件等，並以三角檢定法及持續比較進行資料分析。 本研究經由分析結果，主要的研究發現如下：（一）科層體制限制了教師訂定課程目標的自主權；（二）教師關心教學實務，並不是十分了解能力指標的意涵，無法依照能力指標設計適切且相對應的課程內容；（三）城鄉發展差距太大，審定版教科書不能一體適用，教師必須依照學生的生活經驗和需求自行設計補充教材；（四）全校性主題課程主要是由學校行政部門負責規劃，各班級教師只能配合規劃練習活動的時間；（五）教師會預留幾節空白課程，以應付上屬教育機關突如其來交辦的活動；（六）課程計畫之外增加的活動，使得教師必須不斷趕課，嚴重影響教師教學品質和學生對於課程內容的精熟程度；（七）評鑑課程的方式流於形式化和技術化。研究者並就這些課程設計的實踐難題提出因應之道的建議。

Purposes of this study lie in teachers from elementary schools and their practicing experiences of curriculum design. Amongst these, teachers are interested in solving relevant topics including constituting curriculum objectives, selecting curriculum, organizing curriculum, performing teaching activities, and difficulties and obstructions occurred during curriculum evaluating process. With study objects, ten teachers from one elementary school, this study via qualitative research ethnography conducts a four-month observation. During its study process, we operate on-site observation recording, voice recording, assessment diaries, interviews, and relevant conventions’ papers analyzing. Furthermore, we use triangle test and perform consecutive data analysis and comparisons. This study via analysis results, and has generated major findings below. Firstly, fragmentation of academic system restrains teachers’ rights from constituting own curriculum objectives. Secondly, although teachers concern about teaching and practices, they might not be capable of providing suitable and corresponding curriculum contents based on competence indicators. Thirdly, there is a huge difference between urban and rural development which causes inadaptable solutions to final edited textbooks. Teachers must per students’ living experiences and demands create own versions of additional handouts. Fourthly, school’s administrative department is mainly in charge with campus relevant issues and courses; therefore, it would be only per class teachers’ duty to coordinate with planning exercise activities and time schedules. Fifthly, teachers would leave few courses blank so they are prepared for any sudden events assigned from upstream level of educational organizations. Sixthly, some extra-curriculum events might push away teachers’ valuable teaching quality and students’ precious time to be familiarized with curriculum contents. Seventhly, curriculum evaluating methods tend to rather be formalized.