改變傳統的教師角色，顛覆熟悉的課程模式是許多教師的夢靨，學習環境的改變是傳統課程 走向學習區必經之路。本研究之研究目的在於探討課程模式從傳統轉變成學習區的歷程，了解調 整幼兒學習環境的方法和步驟，分析學習區落實的配合要素。以質性行動研究的方式，收集教學 日誌、作息表、教師省思和園務會議等紀錄中相關調整與改變的內容。利用幼兒園課程與教學品 質評估表檢視幼兒學習環境，做為行動修正的依據。結果發現轉變的歷程包括改造- 檢視- 修正- 再改造，教師角色和班級作息是影響學習區規劃與落實的因素。教師是進行課程轉型的動力，省 思是轉型的重要線索。研究結果供幼兒園實務工作者課程轉型之應用。

It is a nightmare for teachers in the Traditional Model to give up a familiar teaching method in order to utilize the Learning Center. Purposes of the study were to investigate methods and paths to utilize the Learning Center for teachers in using the Traditional Model. Additionally to discover the effective elements of perform the Learning Center. The researcher utilized an action research and evaluated classroom settings, daily schedules and the teacher’s roles by Preschool Curriculum & Teaching Quality Assessment. The narrative data were collected from teaching journals, daily schedules, reflective logs and general meeting logs. The findings were the paths of changing curriculum model which followed by remodeling, reforming and revisiting the classroom settings. Daily schedules and teachers’ roles were two important elements. Teachers were key persons, and the reflective thinking was the essential clue in the curriculum transformation. The research findings provided practical information for teachers in preschools when they transformed the curriculum model from the Traditional Model to the Learning Center.