本研究目的為針對個案教師具備之科技學科教學知識進行編碼，分析出個案教師進行網路探究教學課程過程中的教師學習進程。個案為現職國民中學自然科教師，3年持續投入網路探究單元的教學實務工作，檢核與提高信賴度方面則採長期投入的方式來增加研究之可信度，資料包括3年課程前、後的訪談逐字稿共六份，配合教學觀察之內容分析，進行三角校正。本研究進行「溫度與熱」單元課程教學的內容分析，從學習者、評量、教材、科技優勢及教學活動五類別，發現教師透過網路探究單元的教學實務過程，最初注重評估教材的適合度與學生的學習特性及可能遭遇的困難，到轉化成重視教學評量的部分，透過批改與分析，應用評量結果來改進教學，選擇並強化教材的運用。教師關注學生學習特性的比重，則逐年遞增。

In this study we analyzed an in-service teacher’s Technological Pedagogical Content Knowledge (TPACK) and identified his learning progression as the teacher adapted a web-based inquiry science environment for his teaching. The case provided data including six interviews during three years. We used five categories to code the teacher’s TPACK demonstrated during the interviews, including knowledge of learners, assessment, instructional materials, technological affordance, and instructional activities. The results showed that the teacher first paid major attention to materials, then students’ learning characteristics and difficulties. Continuing to analyzing assessment and using it to improve teaching, the teacher finally focused on choosing and strengthening instructional materials. The more times he implemented the curriculum, the more he cared about students’ learning characteristics.