本文著重在探討現今台灣國小教師對九年一貫課程改革的依違態度，特別是課程改革過程中的課程發展、學習領域的教學方式和多元的教學評量，是主要的關切範圍。當今課程改革是伴隨其他教育改革方法而大力推行的。雖然，大多數人包括國小教師在內，傾向於對教育改革視為抽象而不切實際。然而，即使教師依違態度的形成是模糊不清的，但對課程改革卻是重要的。本研究試著釐清教師依違態度的形成以及其相關影響因素。 布爾迪厄的「學校場域」與「教師習性」概念皆適用於探究課程改革真實情景，在學校場域方面有四個分析面向：包括教育權威結構的影響、教師同儕關係的影響、親師生的關係、文教團體的影響。學校場域制約教師習性的養成，且可能影響教師依違態度的形成。然而，目前已形成之學校場域，可能直接地影響教師依違態度的形成。 在研究方法上，是以質性研究之參與觀察與深入訪談方式，針對山區、平地、濱海共五所學校，十四名教師以及出版社三名書商進行研究資料之收集。 在研究結果方面，我們發現國小教師態度是否受到學校場域相關面向的影響，似乎並非顯而易見。簡而言之，教師無法接受課程改革如同課程改革推動者所期待那般堅定。場域的特點有如學校權威結構，會限制教師對九年一貫課程改革的接受程度。 A study on the attitude formation of primary school teachers in relation to the 9-year coherent curriculum reform. The study is to understand the primary school teachers’ attitude formation in relation to the 9-year coherent curriculum reform (C.R.) undertaken currently in Taiwan.. Curriculum development, teaching styles, and multiple teaching evaluation are the main dimensions concerned. C.R. is strongly promoted currently along with the other educational reform measures. People, including the primary school teachers, tend to welcome the educational reform in the abstract level. However, it seems the teachers are forming obscure attitudes, which are important for C.R. The study tries to make clear the attitude formation and its related factors. Bourdieu’s concepts of ‘field’ and ‘habitus’ are applied to tell the story. There are four main factors in the field of school: authoritarian structure; interaction relations among colleagues; interaction relations among teachers, students, and their parents; .interaction relations with related cultural and educational groups. The field helps to shape the teachers’ habitus which may influence the attitude formation. However, the currently formed field may directly influence the attitude formation. The study uses qualitative methods to conduct the research. In-depth interview and literature review method were undertaken to gather the empirical data.14 teachers of five schools and 3 book-sellers were interviewed. As the results, we found that the teachers’ attitudes influenced by the field of school seem to be obscure. In short, they cannot accept C.R. as strongly as the C.R.promoters expect. The characteristics of the field, such as authoritarian structure, limit their acceptance.
