十二年國教強調以學生為中心的課程與教學，故如何建構「理解學生學習脈絡」的教師知識是當務之急。本文以某國中教師社群其中三位國文科教師為個案，運用課室暨社群觀察，以及相關文件進行資料蒐集，採為期二學年的質性個案研究；企圖在國文科的教學實踐中，進一步揭示學生內容知識建構的歷程與意義。研究發現，教師藉由課室中師生的對話與學生的學習證據，初步建立對學生學習脈絡的理解；並依此基礎，逐步將學生生活經驗與公民社會融入提問設計，師生共構具批判迴力的課程內容，進一步拓展學生學習脈絡。而上述建構學生內容知識的歷程，不但能解決國文教科書部分選文脫離現代情境的困境，更讓課室中權力不對等現象得以緩解。本研究最後則提出結論，作為未來研究學生內容知識的參考。

As the 12-Year Basic Education Curriculum emphasizes student-centered curriculum and teaching, it is imperative to construct teachers' knowledge to “understand students' learning contexts.” This qualitative case study is over a two-academic-year period, and the participants are three Mandarin teachers in the professional learning community of a middle school. Data collection includes classroom and community observations, interviews, and relevant documents. This study aims to reveal further the process and the meaning of constructing knowledge of content and students in the teaching practice of Mandarin. The results of this study showed that teachers initially understood students' learning contexts through teacher-student dialogues and student learning evidence in the classroom. Based on this, teachers gradually incorporated students' life experiences and issues of civil society into the design of questions; that is, teachers and students jointly constructed the critical curriculum content to expand students' learning contexts. The abovementioned process of constructing knowledge of content and students not only solves the dilemma of some selected traditional texts being disconnected to the contemporary contexts in the Mandarin textbooks, but also alleviates the power inequality in the classrooms. The conclusions of this study can be a reference for future research on knowledge of content and students.