1980年代後期開始，有關教育或教學問題採質性研究方法進行的，日益增加。從多數文章即使不是全部屬質性研究，也有部分篇章引用這種研究方法來看，質研究確實開啟了諸多研究者的視野及興趣，在過去量化研究獨霸的領域下闢出一片欣欣向榮的天地。在鼓勵多元價值的社會，研究者的眾聲喧嘩，無異使研究場域更有活力。我們樂見它蓬勃發展，也深覺這日益普遍的研究方法需要更臻成熟。本文係一篇對於實際個案研究經驗的反省，撰寫之目的，在為下一次質性研究作奠基工作。反省內容為方法論問題，反省方式為修列式之對照，對照一方是來自書本的知識，對照另一方是來自經驗的知識。反省議題共十項，分別為：一、個案的獨特性和複雜性；二、內在興趣或工具興趣；三、多元實在的建構；四、研究者問題或行動者問題；五、研究主題的生命週期；六、個案與研究問題之間的緊張關係；七、厚實描述的問題；八、詮釋性問題；九、三角校正和有效性問題；十、主體性問題。研究者最後指出質性研究對真相的建構，涉及視野、見識、胸襟、認知、思考、推理、同理以及表達技術等問題，需要用心琢磨，而教育學術界亦需要彼此鼓勵，以更踏實的實務經驗為礎，進而在方法論上深刻反省，使真相的建構更為可能。

　　　　　This paper is a reflection on the qualitative research method applied in a case study, which was undertaken to find out Australian primary school teachers' beliefs on classroom assessment. The reflection is presented as an imagined dialogue. One agent of the dialogue is knowledge from textbook. The other is knowledge from practice. 10 issues are raised, inclusive of: 1.the speciality and the complexity of the case; 2.intrinsic interest or extrinsic interest; 3.the construction of multiple realities; 4.etic issues or emic issues; 5.the life cycle of the issues; 6.the tension between the case and the issues; 7.the issue on thick descriptions; 8.the issue on interpretation; 9.triangulation and validity; 10.the issue on subjectivity. Qualitative research has often been compared to storytelling. The question is how to tell a true story, but not a fictional one. The answers to the above 10 issues are helpful to the construction of a true story. Based on the experiences obtained from the case study about Australian teachers, the researcher conceives some promising viewpoints. Some suggestions are also given.