本研究旨在描繪三位國中公民初任教師的法治教育課程信念，運用半結構訪談法，探究其對法治教育課程目標、課程內容的詮釋及教學經驗。研究主要發現：一、個案教師對法治教育課程目標、課程內容的詮釋兼具「知法守法」與「權利保障」兩種觀點，其對教學策略的詮釋則在「教師中心取向」與「學生中心取向」之間拔河，因此個案教師的法治教育課程信念呈現混合狀態的觀點。二、從個案教師的教學經驗發現，教科書的法治教育內容有著去脈絡化的情況，無法回應不同文化背景的學生。據此，本文認為目前教師實施法治教育的難題，在於如何重構法治教育的不同目標與內容，進行課程決定與發揮教學轉化的能動，以回應差異化的教學情境與學習主體。

The studies rarely, however, explore how the teachers interpret the law-related education and their own teaching experience. This paper aims at portraying three beginning teachers’ curricular belief in law-related education by semi-structured interviews to understand the perception of the law-related education’s curriculum goals, curriculum content and teaching experience. The result showed that: first, that the case teachers perceived the law-related education’s curriculum goals and content presents the perspective of “abiding by the law” and of “human rights protection” and that the case teachers perceived the law-related education’s teaching strategy also has the tension between teacher-centered approach and student-centered approach. Thus, the case teachers’ curricular belief in law-related education is like a hybrid. Second, according to the case teachers’ teaching experience, the paper shows the textbook about law-related education has the decontextualized problem so that it might be hard to response the students from diverse culture. Based upon the findings, this paper argues the conundrum of law-related education is how teachers reconstruct the different law-related education’s curriculum goals and content, make curriculum decision and exert the teaching agency to response the differentiated teaching context and students.