本文以中國大陸小學教師的備課為探究對象，包含平日的備課及公開課之前的備課。以中國大陸西北地區三所小學為深入研究的個案，透過觀察、訪談及相關文件資料的分析，以理解備課在中國大陸小學場域的實踐內涵及其意義。根據田野資料顯示，中國大陸小學教師的備課分成個人備課及集體備課兩種，個人備課強調鑽研教材，以掌握教材本質、目標、重點及難點等；至於集體備課關注集眾人智慧，包括磨課、試講以及再次修改等，展現行動研究的精神。備課對中國大陸小學教師而言，不僅是例行性的工作與任務，更是促進專業發展的重要途徑，其受重視的程度可見一斑。文末根據田野的研究成果為臺灣的教學實務社群提出三項建言。

Lesson preparation In Mainland China’s primary school has been chosen as the topic of this inquiry. In terms of lesson preparation, daily preparation and preparation before public lesson have been both included. Three primary schools located in the Northwest Mainland China have been invited as the cases. Case study approach has been employed with the strategies of observation, interview and document analysis. In addition, there were two researchers in the fi eld to carry out triangulation. Based on fi eld data, it showed that individual lesson preparation and lesson preparation in team were both present. Individual lesson preparation focuses on the analysis of teaching materials, as well as the setting of teaching objectives and detection of could-be -troubles in teaching etc. Lesson preparation in team employs the scaffolding to polish lesson plan. In addition, the team members observe the actual teaching and discuss the ways to modify the lesson. This process actualizes the spirit of action research. Lesson preparation in Mainland China is not merely a routine task, it is an important mechanism to promote professional development. Finally, three suggestions for Taiwan have been put forward.