本研究旨在探究國中教師以課綱為本設計課程的經驗。10名國中教師接受一系列4天共計32小時課綱為本課程設計工作坊培訓並參與此項研究。研究資料包括田野觀察紀錄、非正式訪談、小組學習反思、單元課程設計成品和半結構式的個別訪談等。分析結果顯示，國中教師相信解構課綱內涵的重要性，認為解構課綱和建構學習目標經驗有助跳脫教科書框架的教學思考模式，然而也是痛苦但有成就感的學習階段。在設計學習評量階段，國中教師認為表現任務能引起學習動機和產出學習成效，並能檢測學習目標的達成，然而其設計的難易度跟學科屬性相關聯；另外，他們相信標準評量表是客觀、有效的學習證據收集工具。在發展學習活動階段，國中教師相信發展學習活動須扣緊課綱，以及學習活動是最容易設計的階段。最後，本研究建議有關當局重視教師以課綱為本設計課程的專業基礎能力之養成。因此，除提供在職教師專業發展的機會外，更應從源頭處培育職前教師這項關鍵的專業能力，以促使教育現場能切實回應十二年國教素養課程之期望。

This study examines middle school teachers' experiences of learning standards-based unit design. Ten middle school teachers who received a series of four-day 32-hour three-stage workshops on standards-based unit design participated in the study. The collected data for this study includes field notes, informal conversations, learning reflections, lesson designs, and semi-structured individual interviews. Results indicate that the teachers valued the importance of deconstructing standards, which helped them break the tradition of teaching by the textbooks. This first learning stage was filled with agony but they walked away with a sense of achievement. In the stage of designing learning assessments, the teachers were convinced that performance assignments promote students' learning motivation, positive learning outcomes, and help evaluate the attainment of learning objectives. The difficulty level of performance assignment design is determined by the attributes of each subject. Furthermore, they believed that rubrics are objective and effective student learning data collection tools. In the stage of developing learning activities, the teachers were ascertained that learning activities designs should tie closely with standards and that developing learning activities was the easiest stage. Finally, this study recommends that in addition to teachers' professional development, pre-service teachers need training on standards-based curriculum design to fulfill the curricular expectations of the Twelve-Year Basic Education.