本研究旨在探討教師發展在地化課程之課程決定、課程中的教學思考，以及教師實施在地化課程之專業成長情形。採取事後回溯研究法，研究對象為東部地區一所私立幼兒園的大班教師，透過訪談及文件檔案蒐集等方式，進行整理、歸納與分析。主要研究發現：影響幼稚園教師課程決定的因素，可分為教師和幼兒兩方面；在教師方面主要受到教師個人經驗與反省、專業知識所影響；在幼兒方面則受幼兒的興趣與能力的影響。其中老師個人的反省性思考有助於教師增加課程決定的知覺。在地化課程的實施提升了教師與協同教師的溝通、評量與課程規劃技巧、自我的反省與思考之專業成長。

The purpose of this case study is to explore the decision-making process in the course of developing localized curriculum with young children. The study also aims to realize how early childhood teachers perceive their own professional growth in the implementation of curriculum localization. Data was collected from two teachers of 5-years-old classroom in a private preschool in Taitung, Taiwan. Based on the methodology of ex post facto research, teachers were interviews and curriculum documentation was analyzed. The finding of the study indicated that in the course of decision-making process of developing localized curriculum, teachers’ main concerns were how to meet both the child’s interests and age or ability appropriateness of the group of children in the class. After implement of localized curriculum, teachers perceive their own professional growth in areas of curriculum planning and evaluation, communicative and collaborative performance of team teaching, as well as the ability of reflective thinking.