本研究旨在探討一所高級職業學校7 位教師在參與科技部專案型計畫中 研發新興科技課程與創新教學方法時，成員之間互動行為特徵模式，以知識螺 旋的轉化軌跡，檢驗教師在團體中的學習歷程及透過此歷程發展專業知能的適 切性。本研究透過訪談、直接參與觀察與文件分析等方法，檢視教師在實驗教 具開發及教學活動設計中，如何將內隱知識外顯為顯性知識及其顯性知識轉而 內化成為內隱知識的歷程。研究結果發現教師課程與教學知識轉化的歷程是發 生在實踐社群的交互學習與分享中，創新課程發展實踐社群中的教學方法的知 識螺旋發展則是以實驗教具研發作為起點。本研究亦分析此社群課程發展的知 識轉換傳遞路徑，歷經同化、外化、結合化及內化四個轉化階段。每個知識轉 化的歷程皆具有其特定的意涵，缺少或跳躍任何一個步驟將會對知識的創新帶 來阻滯。最後，研究發現透過在實踐社群中的學習能使知識循環的歷程越顯完 整，成員能夠掌握的知識層次也愈高；而在實踐社群中透過個人在社群中的互 動交流後方能啟動知識螺旋，且可由個人到團體進而達到知識擴大的學習、累 積與創新。

This study aims at investigating how knowledge spiral operates in a community of practice in which a group of vocational high school teachers developed innovative science curriculum for science courses. Research data for this qualitative study was obtained through interviews, direct participatory observation, and document analysis. Four modules of knowledge transformation model, including socialization, externalization, combination and internalization, are used to analyze each phase. The analysis shows how implicit knowledge is transformed into explicit knowledge and vice versa. The results also show that when knowledge spiral model is applied to an innovative curriculum development, the phase of developing experimental equipment can be a good starting point. For the development of the innovative curriculum, the curriculum community of practice went through four modes of knowledge transformation: socialization, externalization, combination, and internalization, in which each of the four modules possesses its own significance and the lack of any mode will result in setbacks in knowledge development. It is indicated in the findings that knowledge spiral starts off only after the community of practice have involved themselves in organizational learning and it works not only on individual teachers but also in the entire school organization.