「敘事探究」是一種思考個人生命經驗的方式，當我們開始建構敘事開端，我 們同樣也在敘說的三度空間中工作：反薇敘說那些造就我們現在的過往經驗，在個 人與社會的互動屮來回移動，並將-切定置於某個位置，有助我們/解經驗並重新 創塑經驗的意義。本研究以一位教師自我敘說方式，回顧10年以來從之前傳統護 校文化屮的教學方式至y前嘗試實施問題導阳學習的歷程，藉由反思探究教學經驗 之意義。在敘說中所覺察新的自我認同包括：教師自我期許改變的動機，對職場現 況的敏感度、教師本身的學習壓力都是促成教師教學方法轉變的主要脈絡情境。改 變並非一蹴可及，教師教學革新過程除了開闊我身為教師的視域外，革新的教學方 式也提供我和學生一個共在的情境，讓師生有更多自我揭露的機會，以彼此生活過 的經驗連接學習的教材內容，透過師生於小團體中的互動，主客體的視野交融促成 師生共同成長的教學文化。

「Narrative Inquiry」is a method of thinking life experiences. When we start to construct our story, we are working in a three dimensions narrative inquiry space. We go backward and forward, inward and outward and located in one place, so as we can have a new understanding of our experiences and reconstruct the new meanings. The study applied self-narrative to look back a teacher’ s teaching strategy of traditional nursing school culture ten years ago，and inquiry the experience of using problem-based learning now in order to reflectively get a new perspective of teaching experience. During self-narrative, the teacher found a new self-identity that motivations to change, sensitivities of occupational field, and learning stress were major contexts that lead to change of teaching strategy. Change could not be soon achieved. The innovation of teaching helps teacher to become broad-minded. New teaching process provides a situation in which teacher and students both participated in together. They have more opportunities to do the self-exposure and to bind life experiences with learning materials. Through interchanged “frame-of-seeing” from subject and object interaction to achieve the cogrowth teaching culture.