本文旨在闡述「實驗教育三法」對課程實驗的可能影響，指出臺灣於2014年公布之「實驗教育三法」鼓勵教育實驗，不論是學校型態、非學校型態機構或私人，皆可進行「課程實驗」，翻轉教師過去傳統角色。作者主張透過行動研究，鼓勵「教師即課程創客」，以學生學習需求為出發點而設計課程，並透過課程實驗的行動研究以解決學生學習問題，強調「教師即課程實驗的行動研究者」的教師角色，掌握「課程即課程實驗的行動研究假設」的課程理念，營造「教室即課程實驗的行動研究實驗室」的學習氣氛，規劃「學校即課程實驗的行動研究基地」的學校情境，採取課程實驗的行動研究，以落實課程實驗的理念意涵。

In this paper, the author explored the influence of “three-type acts of experimental education” and the impacts on curriculum experimentation in Taiwan. The author argued school educators could take action research to conduct curriculum experimentation. In particular, the author in this paper highlighted the importance of “curriculum as hypothesis of action research to be tested in the classroom,” “teacher as action researcher of curriculum experimentation,” “classroom as action research laboratory of curriculum experimentation” and “school as action research base of curriculum experimentation,” in order to encourage school educators to take action research to conduct curriculum experimentation in Taiwan.