本文旨在闡述「教師即研究者」的教育改革理念之下的課程決定相關問題，作者並進一步描述「教師即研究者」的英國教育改革背景，說明英國中央政府、地方政府與學校教師代表三權分立的課程決定；闡述「教師即研究者」的「課程決定」理念，說明教師的「課程決定」內涵，亦即，選擇設計課程材料、引導學生探究學習、主持教室討論教學、扮演課程研究角色、評鑑教師課程效應；作者最後並綜合歸納「教師即研究者」的教改理念對課程決定之啟示，一方面，肯定教師的課程決定能力，轉變教師的教育專業形象，另一方面，鼓勵教師從事教室課程研究，提升教室層次的課程決定品質。

The author introduces the idea of teacher as researcher in the context of British educational reform, and analyzes five dimensions of curriculum decision that a teacher researcher would make in the Humanities Curriculum Project, i.e. to select curriculum materials, to guide students’ inquiry, to chair classroom discussion, to conduct curriculum research, and to evaluate on curriculum effects. Finally the author points out some implications on curriculum decision making regarding the teacher as researcher idea.