本研究目的在探究國小教師教學生活世界的宰制與覺醒，因此除理解教師真實教學生活，從中解析其教學宰制與內涵之外；並藉由理論閱讀對話進行意識覺醒的重建工程，以了解教師意識覺醒的可能。因此研究焦點鎖定在教師課程與教學實踐過程中所顯現的宰制與覺醒現象。本研究採取質性個案研究方式，邀請4位國小教師成為研究夥伴，透過觀察、訪談、文件分析等策略進行研究與資料蒐集。另外，綜合研究發現進行總體關係整合與交叉分析，並提出下列研究結論：一、教師教學宰制源自教師技術理性思維、主流文化支配與教育現實結構限制。二、教師教學省思偏重技術形式，忽略文化批判內涵。三、教師顯現課程主體意識的萌發。四、理論對話促進意識覺醒的可能。

This research was aimed to explore the domination over and the awakening of four elementary school teachers' world of instruction. Through the process of theory reading among these participants, the researcher hoped to know the possibilities and limitations of awakening their consciousness. Adopting the case study approach, this research focused on the teachers' practice in curriculum and instruction. The data were collected through observations, interviews, and relevant documents.The conclusions were as follows:1. The instruction of the teachers was dominated by technical rationality, cultural hegemony, and the realities of educational institutions.2. The reflections of the teachers stressed technical form but ignored cultural criticism.3. The awareness of teachers' control over curriculum had begun to develop.4. It was possible to promote consciousness awakening through theory dialogues.