本研究是以指標轉化的整體概念，從「探索與表現」面向出發，探討臺灣國中藝術與人文領域指標轉化的歷程與課程實踐的問題。研究結果一發現我國課程主軸與與英美課程類似，都包含「創作基本」、「展演應用」、「賞析回應」與「社會生活的連結」等四個面向。經過進一步縱向分析指標，發現「探索與表現」包含六個共通的核心概念；而在橫向分析中，找出指標中小學與中學生在不同發展階段的能力差異。研究結果二分析我國補充教材說明及英美課程內容，找出表演藝術詳細的課程內容與具體的教學目標，提供後續課程設計的依據。研究結果三，實際設計八週課程並進行三個循環的行動省思，發現中學教師在面對課綱時，除了轉化解釋的問題外，在協助學生接續小學課程及準備表演藝術應用與展演的課程上也是一大挑戰。研究結果提供未來課程設計與教學之建議，也可以做為未來師培及課程轉化之參考。

Based on the whole concept in the transformation of competence indicator s, this study focused on the transferring process from the competence indicators of Art and Humanity to curriculum and teaching objectives for Performing Arts in middle schools in Taiwan. A comparison between the Performing Arts indicators and those in drama curriculum from U.K. and U.S showed that the core concepts of indicators in the Arts and Humanity were similar in four aspects: ”Exploring,” ”Performing,” and ”Responding,” and ”Connecting to social life.” Moreover, through the vertical analysis on the indicators, there were six core concepts under ”Exploring & Performing”. Through the horizontal analysis, the developmental differences between elementary and middle school students were found. Furthermore, the detailed curriculum content and concrete teaching objectives were found in the present study through the complementary reference from Taiwan and curriculum details from UK and US. The analysis became the framework for the eight-week curriculum plan in the next session. Finally, an eight-week curriculum was designed and experimented through a three-cycled action research. Aside from the problems in transformation, there was a big challenge for teachers to equip their students with the ability to make the connections from elementary schools to middle high schools. The results of the present study could not only offer suggestions for future curriculum design and teaching in Performing Arts but also provide references for future teacher education and curriculum transformation.