近年來隨著台灣社會的變遷，教育政策邁向多元與開放的改革趨勢，在中小學課程改革政策上，政府積極推動學校本位課程發展，聲音將權力下放，保留適當比例的空白課程，賦予學校與教師更大的自主權。本文從相關文獻與質化研究實務經驗分析以下幾點，第一、專業自主權、教師自主權與課程自主權的定義與內涵；第二、研究實務經驗發現國小教師的確知覺到比以往更大的課程決策自主空間，而且認同以集體自主的方式進行課程實踐；第三、教師亦感受到來自教育改革制度、學校環境與權力結構的權威對教師課程自主權的箝制；最後，教師在實踐課程自主權的過程中，學校組織不同層級內會出現矛盾與衝突，導致教師會發展一些因應策略加以調適。

With the change of the society, there has arisen a demand for educational reform in Taiwan. The government attempts at curricular renewal through embarking upon school-based curriculum development, granting schools 20% of lessons in which they could have more autonomy. With the reflections on literature review and practical experiences of research, this study explores some important issues as follows: 1. The definitions of professional autonomy, teacher autonomy and curriculum autonomy were analyzed. 2. The analysis of teachers’ perspectives of the degree of autonomy revealed that the majority of respondents perceived greater freedom of curricular decisions. Further, they preferred the collective autonomy in implementing curriculum change. 3. Teachers perceived greater autonomy while admitting the structural constraints from the system, the school constraints and the power relations with the high ranking supervisors. 4. Teachers continued to develop coping strategies in the face of contradictions and conflicts which operate at different school levels.