本文藉由一位高中歷史教師的教學觀察與師生訪談，從轉化概念構繪教師的教學。研究發現所構繪的楊老師教學涉及有關教學目的與目標、學科知識與精神、教科書文本與教材、教學方式與策略的等四個層面的轉化。也發現個案教師的教學轉化，有理性教學推理歷程所忽略的「教學直覺」。這種直覺可能是楊老師過去數十年實際教學經驗所領悟的一種綜合判斷力。研究建議教學直覺的議題值得進一步研究，以成為未來建制教師專業發展培訓課程的知識基礎。

This study dealt with major curricular and pedagogical theories relating to concepts of transformation. It portrayed a history teacher’s teaching in a high school with observation and later interviews with the teacher and students. Through the results analyzed, it showed that the teacher covered four dimensions of transformation in her teaching: aims of teaching, knowledge of the discipline of history, textbooks and teaching materials, and teaching methods and strategies. It also found that her pedagogical approach was mainly built up from her own professional expertise together with her experience of long years teaching, largely from humanity and literature approach. This brought up an issue as whether the pedagogical freedom and intuition should be further discussed, with an aim to limit them within the border of the course which has been originally based upon.