本文回顧國內外有關教師教學決定之實徵研究的結果並探索教師在教學前、教學中、與教學後所做之教學決定的內容、過程、與影響因素。通常教師間採線性步驟和循環反思步驟來做教學決定。在教學前與教學後，教師在教學層面所做的決定多於班級秩序管理層面，但在教學進行中所做的決定卻大多數是屬於班級秩序管理層面。隨著教學經驗的日增，教師逐漸發展出自動化的決定規則與慣例行為，以減少意識性決定的次數。影響教師決定的因素大約包括有教師個人因素：例如個性、情緒、專業知識、教學信念、教學經驗、師資教育經驗，和學生因素：例如能力、興趣、學習經驗、學習參與程度、學生行為、社會能力，以及情境因素：例如學科性質、教學進度的壓力、學校資源、教科書與教學指引、偶發事件、家長的干預等。最後，本文也指出一些能改進教師教學決定技能的方法，例如反省教學、探究活動、反省性書寫活動、努力充實各種教師知識，以及在職前與在職師資教育課程中實施案例教學以培養教師反省能力。

The purpose of this paper is to review the empirical literature on teacher decision making in three stages of teaching: preactive, interactive, and postactive. A discussion of the content and process of as well as some important factors in teachers’ decision making in emphasized. In making decisions teachers follow either a linear process or a cyclical and reflective process. In preactive and postactive stages, teachers make more instructional decisions, while in interactive stages, teachers make more discipline management decisions. As teachers become more experienced, they establish routines and operate automatically within them. Some important factors which may effect teachers decisions in terms of limiting or extending the alternatives from which teachers may choose can be classified into three categories: teacher, student, and context. The teacher factors include teachers’ personality, characteristics, emotional condition during teaching, beliefs about teaching, professional knowledge, and teacher education experience. The student factors include students’ ability, interest, motivation, previous learning experience, engagement, classroom behaviors, and social competence. The context factors include nature of the instructional task, time table for teaching, school textbooks and teaching guides, school resources and facilities, unexpected incidents, and pressure from parents and school. At the end of this paper, some means for teachers to improve their decision making are proposed, such as reflective teaching, inquiry activities, reflective journal writing and keeping, further development of professional knowledge, and case methods for preservice and inservice teacher education.