本文就教室內與「與教學有關的教改」及教室外「與教學無關的教改」的小學教育現場，描述作者所觀察到的現象。 　　教師作為一個勞動者，在校園內，節數作為區別不同職務老師的工具之一，同時節數也用來作為交換「教師所執行工作」的價值工具之一。在傳統的觀念裡，老師是無私奉獻的，奉獻到底，不應計較多上了多少堂課。 　　 但當老師的犧牲奉獻並未解決教育問題時，該如何呢？本文嘗試脫離教師道德性的角色，從工作條件中的一環「節數」談起，試著從制度運作邏輯來看待教育的問題，期待能去除教育的科層體制，少一點管理，多一些共同承擔，為我們的教育找到一條出路。

　　　　　This paper probes into two phenomena: the teaching-related educational reform inside the classroom and the non-teaching-related educational reform outside the classroom. As a laborer, a teacher's teaching-hour is a means to distinguish different posts on the campus. It is also a means to exchange for the work having to be done. Traditionally, teachers are selfless and dedicated to the teaching. She/he should not argue about her/his work. However, when teachers sacrifice themselves but the educational problems still exist, what shall we do? The author tries to move beyond the normative moral standard for the teaching profession, and to examine the educational problems from the perspective of "teaching sessions". Through the analysis of teachers' laboring process, we hope that our educational administrative system can be changed. We would like our working system to nurture an environment with less supervision but more sharing.