本研究旨在透過模式建構檢驗課程意識與教學實踐兩者之關係。以495為英語教師為問卷調查對象，研究結果如下：（一）專業知識覺知等五項測量指標呈現，其中以教學信念覺知的因素負荷量最高。（二）教學實踐可由教學策略、教學評量與回饋、教學內容三項測量指標呈現，其中以教學評量與回饋的因素負荷量最高。（三）課程意識包含環境覺知與自我覺知兩項測量指標，及專業知識覺知一個潛在變項；其中以專業知識覺知的因素負荷量最高。（四）課程意識與教學實踐兩者呈現正相關。根據研究發現，本研究提出三項建議，以強化課程意識，提升教學實踐成效。並對未來研究提出兩項建議。

The main purpose of the study was to use a structural model to explore the relationships between curricular consciousness and pedagogical praxis of junior high school English teachers. Using questionnaires to speak to 495 teachers in central Taiwan, data was analyzed by structural equation modeling. The results of this study include: first, first-order latent factor professional knowledge awareness can be effectively composed of content knowledge awareness, teaching belief awareness, communicated teaching awareness, student awareness, and teaching knowledge awareness. The teacher belief awareness has the highest factor loading. Secondly, first-order latent factor pedagogical praxis can be effectively composed of teaching content, teaching strategy, and teaching assessment and feedback. The teaching assessment and feedback has the highest factor loading. Thirdly, second-order latent factor curricular consciousness can be effectively composed of two observed variables: environment awareness and self awareness, and one first-order latent factor: professional knowledge awareness. The professional knowledge awareness has the highest factor loading. Fourth, the correlation between curricular consciousness and pedagogical praxis is significantly positive. The suggestions for facilitating curricular consciousness and pedagogical praxis, and the further research are also included.