隨著十二年國民基本教育的實施，108課綱能否有效地藉由教師理解、詮釋到轉化成現場可行的課程，是這波革新實踐的核心問題。本文關注主動參與素養導向課程設計工作坊的現場教師，透過質性訪談的方式來瞭解教師課程發展系統的思考取徑，包括學習目標形成、學習內容取材、學習活動發展與學習評量規劃等構面，探討教師對各構面的事實理解、理解後的實踐與實踐後的再思等層次，再進一步梳理出教師對自身課程觀躍遷的詮釋，並從中獲得一些啟示。

With the implementation of the 12-year basic education in Taiwan, how the new curriculum guidelines can be effectively interpreted and converted into on-site feasible courses by teachers is the core issue for this wave of innovation and teaching practice. This article focuses on the on-site teachers who have been actively joining competency-oriented curriculum design workshops. Through several qualitative interviews, this research tries to understand the teachers’ thoughts and approaches about their curriculum development, including the dimensions of learning goals, contents, activity development, and evaluation planning. Furthermore, it also tries to explore the levels of teachers' competence in every dimension about their factual understanding, their practice after understanding, and their re-thinking after practicing, as well as to sort out their interpretation about the curriculum that they have transformed so as to obtain some possible conclusions for this research.