根據十二年國民基本教育新課綱規定，校長每年得公開授課一次。在這一個新規定的暖身階段，現場有豐富的論述值得去傾聽、去了解。此一初探，聚焦於公立小學，邀請具異質性的校長與教師，以訪談來了解小學現場的聲音；繼而跨界和英國、中國大陸的校長進行課程領導對話，以拓展觀照的視野。實徵的資料擷取出三項主要內涵及建議：一、公開授課有助於校長的課程領導，包含從「象徵」切入有助於校長的課程教學領導、「由虛轉實」強化校長的課程教學能力與課程教學領導；二、校長公開授課對學校現場的擾動，包含對師生造成擾動、對校長自身辦學造成擾動；三、對課程教學知能與課程教學領導的覺知有「落差」，包含校長看重公開授課規定中自身的課程教學領導，而現場教師較關注校長的課程教學知能。其中特別值得被看見的概念有：「象徵」、「由虛轉實」、「擾動」及「落差」等四者。文末，根據相關論述暨現場的聲音，回應本文所探究問題，並對校長公開授課之規定提出省思與建言。

According to the 12-year basic education curricula in Taiwan, every single elementary school principalhas to carry out one public lesson each year. During the preparation stage, this pilot study carried out interviewing with elementary school teachers and principals to understand the status quo. In addition, relevant information from overseas has been collected to shed new light. There are 4 concepts emerged from the data, i.e. symbol, disturbing, gap and empowering. Main findings are as follows: (1) Carrying out public lesson could contribute to principals’ curriculum/instruction leadership in two ways, i.e. symbolic one and realistic one. (2) Carrying out public lesson once a year by principal brings about disturbance to pupils, teachers as well as principals in school setting. (3) In terms of principals’ competency of curriculum and instructional planning as well as principals’ leadership of curriculum and instruction, it shows that principals and teachers have different emphasis. Base on field data and relevant discourse, this pilot study provided reflections and recommendations for the issue of public lesson.