本文探究學習者在一個具體的教師實做工作坊的真實情境中，其學習經驗與學習者類型。本研究使用個案研究法，蒐集之研究資料包含共備會議紀錄、研習課程文件、參與觀察研習課程共備過程，以及總共六天的研習活動，最後訪談11位參與者。根據研究結果，本研究歸納出三種學習者類型─積極實驗者、反思學習者、擔憂疑慮者。研究結論與建議有四：新課綱的研習方式與課綱強調的精神一致可幫助教師學習、研習工作坊中的學習者經驗可做為政策落實的檢核點、學習者類型可成為設計不同研習課程以達不同目的依據，建議能規劃與整合各系統的教師研習的課程，策略性建立參與研習教師的網絡連結。

This article investigates teachers’ learning experiences and types of learners in a concrete hands-on workshop of the 108 new curriculum guideline and design. Method of the study is case study. Data of collection includes: meeting minutes of preparing and conducting workshop, curriculum documents, participant observation of workshop preparation and total 6-day activities, and finally interviewing of 11 workshop participants. According to results of the study, there are three types of learners in the workshop can be induced: learner-inactive- experimentation, learner-in-reflection and learner-in- critical-suspension. There are three conclusions and one suggestion: first, ways of the workshops which are consistent with the ideal of the new curriculum guideline is more effective in helping teachers’ learning of the new curriculum; second, learners’ experience in the workshop of the new curriculum guideline can be checkpoints for policy implementation; third, different types of learners can lead to design variety of PD activities. The study is to suggest that to plan a systematic curriculum of teacher learning workshop and strategically integrated different teacher professional development participants by networking and connecting.