在行政院發佈「2030雙語國家政策發展藍圖」，教育部據以提出「培養臺灣走向世界的雙語人才、全面啟動教育體系的雙語活化」的雙語政策後，臺灣各層級學校無不投入雙語課程的建置或轉型雙語實驗課程學校的行列中。本研究以一個實際推動公立小學轉型雙語實驗課程學校的歷程經驗出發，採個案研究法，立意挑選參與12名參與雙語實驗課程的教師進行訪談，並分析轉型相關會議紀錄資料、問卷調查。以四階段的轉型模式，探究一所學校在轉型雙語實驗課程學校的過程中，於「充實知能」、「驗證跨域」、「轉化資源」及「型塑共識」四個要項上的具體實際作為，並匯聚轉型雙語實驗課程學校之具體策略。最後，提出雙語推動執行建議，分別為：擴聘跨領域雙語教師；提升雙語實驗課程學校教師編制；開辦雙語現職教師跨領域教學能力學分認證課程與工作坊；集合雙語實驗課程學校人力編制雙語補充線上教材；辦理家長知能成長研習，導正雙語迷思等。

After the government issued the "2030 Bilingual National Policy Development Blueprint", the Ministry of Education put forward the bilingual policy of "cultivating Taiwan’s bilingual talents to the world and fully launching the bilingual activation of the education system". All schools at all levels in Taiwan have invested in bilingual courses or transformed to bilingual experimental schools. This article starts from the experience of promoting the transformation of a public elementary school into a bilingual experimental curriculum school, this article uses case study method to 12 teachers participating in the bilingual experimental curriculum for interviews, and analyzes the conference records and questionnaires related to the transformation, and uses a four-stage transformation percedure named VIEW model to analyze the process of transforming a bilingual experimental curriculum to a public school, such as “Verification”,” Interdisciplinary” , “Empowerment” and ”Wield resource”. Finally, suggestions for the implementation of bilingualism are put forward, namely: expanding the recruitment of bilingual teachers across fields; enhancing the establishment of teachers in bilingual experimental courses; handling courses and workshops for accreditation of cross-field teaching ability of bilingual in-service teachers; inviting teachers to work together to compile bilingual course materials and online teaching materials; handling parental knowledge and ability growth study, guide bilingual myths, etc.