本研究旨在運用「學思達教學法」於國中的公民課程，探究教學歷程遭遇困境與因應策略。本研究採立意取樣，研究對象為高雄市推廣「學思達」翻轉教學的一位國中公民教師，在國中三年級共六節公民課的教學。本研究採用參與式觀課記錄、半結構訪談等二種方式蒐集資料。本研究歸納以下三項結論：一、個案教師實施公民課程學思達教學以學生為中心，提升學生的「問題意識」與口語表達、批判思考等高層次能力。二、個案教師運用兼顧個人與團體創意多元評量，有助於引發並維持學生學習動機，促進小組學生合作技能。三、學思達教學歷程遭遇困境與因應策略。最後，依據上述研究結果提出具體建議，俾供教師教學實踐和未來研究之參考。

The purpose of this study is to apply the “learning, thinking and expressing teaching method” to the civic courses in junior high schools, and to explore the difficulties encountered in the teaching process and the coping strategies. This study adopted purposive sampling. The research subject was the six citizen courses in the third year of junior high school given by a junior high school citizen teacher who promoted the “learning, thinking and expressing” teaching method in Kaohsiung city. This study collected data by two methods, participatory observation records and semi-structured interviews. The participants of the study observed the classes. The study summarized the following three conclusions. (1) The case teacher implemented the citizen courses of “learning, thinking and expressing” teaching with student-centered idea and improved students’ high-level abilities such as problem awareness, oral expression and critical thinking. (2) The case teacher used multiple assessments that take into account both individual and group creativity, helping to trigger and maintain students’ learning motivation and promoting students’ group cooperative skills. (3) The “learning, thinking and expressing” teaching process encountered difficulties and the coping strategies. Finally, based on these research results, specific suggestions are put forward for teachers’ teaching practice and future research reference.