本研究旨在探討兩位國小教師參與「以機率學習網輔助教學」的教學實驗後，其數學教學的「權力」與「能力」彰顯與增益的過程。敘事的資料主要是深度訪談內容、小組會議記錄及電子郵件，另外亦蒐集教學現場之錄影、研究者札記、課室觀察等資料以為資料來源的三角校正。研究者將上述多重來源的資料加以轉錄與分析後，寫成「中 期文本」，並徵求兩位個案教師的同意修訂成為「研究文本」。研究結果有以下兩點發現: 第一，參與教學實驗的反思有助於教師彰權益能; 第二，教師彰權益能的歷程重構對知識權威的認知。最後亦提出鼓勵教師拓展反思的層面與深度、及引動教師重構對知識權威認知之必要性等建議。

The purpose of this study is to investigate the process of teacher empowerment of two primary school teachers after participating in instructional experiment research under probability learning website. Narrative data are including in-depth interview, conference minutes and emails. Such techniques as videotapes of their instruction, self-examination notes and observation were used in this research. Those data were collected and analyzed to be middle text, and then were revised to be research text after the agreement of the two teachers. The findings are described as follows: (1) reflection of participating in instructional experiment research is beneficial for teacher empowerment. (2) the process of teacher empowerment can restructure teachers’ cognition of academic authority. At the end, the authors also discuss implications for encouraging teachers to expand aspects and depth of reflection, and the necessity of eliciting the restructure of teachers’ cognition of academic authority.