本研究旨在利用行動研究的方式，致力於中學數理教師暑期在職進修課程的改進。此項課程修訂目標在於：提供在職進修教師合適的理論上的瞭解以及實作的經驗，使其有更多的時間會，對於數理教師的目標與方法，建構出合適的觀點與理解，以致於能有正確的態度和能力，來改進中學的數理教學。 為達成此一目標，在進修課程的結構、教學內容和實施方式上有一個重要做法乃是：配合暑期進修上課所提供的理念、方法和範例，教師們在返回原任教學校教學授課期間，必須以行動研究的方式，針對其任教班級數理教學的改進加以研究。 本文中報導第一年實施情的檢討與改進，重點包括瞭解進修教師對數理教學的看法，結果顯示出三個不同程度的轉變：心態上的察覺、理念的轉變和將採取改進教學的行動等。此外，由所得資料顯示，在暑期上課時間有限具課業緊湊的壓力下，進修教師對於一些新的教學理念和教學策略，不易有深入的了解和充分的體驗；需在返回原任教學校授課期間，從實際教學工作中慢慢加以省思和試驗。由於學員人數眾多，場訪視不易，為達更佳進修效果，建議對進修教師返校授課期間應輔行教學檔案的建立，並從旁協助促成進修教師與同儕、同僚的合作。

　　　　　This action research study was focused on improving the curricula design of in-service for science and mathematics teachers enrolling in the summer school. The goal of the revised in-service program was to enhance teachers' theoretical understandings and practical insights regarding the teaching of mathematics and science. The redesigned program provide sufficient time and opportunities for teachers to construct suitable perspectives and understandings for the teaching, and thereby, enabling them to improve science and mathematics teaching. In order to reach such a goal, it was necessary to modify the existing course structures, contents, and instructional methods. One of the important steps taken was that the in-service4 teachers were required to conduct action research studies of their own teaching when they returned to their regular schools. The action research examined their implementation of the ideas, methods, and examples presented in the in-service program. Findings from the first year of this study indicated that some teachers gained increased awareness of what constitute good science teaching, some showed changes in their theoretical perspectives, and there were a few who actually took actions toward improving their own teaching. The stress of time and an overwhelming amount of summer session course work appeared to limit participating teachers' depth of understanding and personal experience with the new instructional principles and teaching strategies. they needed to gradually reflect on these ideas and put into practice what they participating teachers' depth of understanding and personal experience with the new instructional principles and teaching strategies. They needed to gradually reflect on these ideas and put into practice what had studied in the summer. The large number of teachers participating made it impractical for the researchers to have regular on-site visits and to provide necessary guidance and counseling. It was therefore suggested that in the future participating teachers prepare teaching portfolios, and that they be encouraged to establish collaborative action research studies with their peers located in the same region.