教育部為了順利推動「十二年國民基本教育課程綱要」（簡稱新課綱），於全國徵選169所前導學校試辦新課綱。前導學校中的核心學校除了負責規劃與執行新課綱以發現可行模式外，也肩負起協助新加入的前導學校轉化課程的任務。本文描述一所核心學校課程實踐與轉化的歷程，發現學校行政核心團隊的組織與運作的可行模式、教師專業學習社群如何組織與運作可以有效增進新課綱實施的策略，以及在協助他校以傳承新課綱的經驗時，不但是助人更是自我成長的良機。此外，本文也指出教師間的專業對話與教師的自我省思是產生改變的動機與行動的重要觸媒，並歸納出行政核心團隊若能提供賦權增能機會給教師，是能實踐新課綱的根本。

To enhance the promotion of 12-year basic education curriculum guidelines (the “Curriculum Guidelines”), the Ministry of Education selected 169 schools to run the pilot project. Among them, the pilot schools, those with more experiences, are responsible for the planning and implementation of the Curriculum Guidelines to explore workable modes, as well as helping pilot schools who are new to the project in the transformation of their curriculum. This paper describes a core school’s process of the practice and inheritance of curriculum, from working out a workable mode of organization and operation for school administrative team, to the organization and operation of teachers’ professional learning community which enhances the effective and strategical implementation of the Curriculum Guidelines, and in addition, the opportunity of self-growth while assisting other schools to inherit the experiences of carrying out the Curriculum Guidelines. The teachers’ professional dialogue and the introspection of teachers turn out to be the most important motive and catalyst that bring about change and action. This paper concludes that the fundament for the practice of the Curriculum Guidelines lies in the empowerment of teachers by the core administrative group.