本研究旨在探究一所學校校訂必修課程的發展歷程，以行動者網絡理論為觀點，透過參與式觀察和文件分析的質性研究方法，詮釋課綱轉譯過程，包括：問題化、利益與共、結盟與動員四個契機點檢視課程的轉化。研究結果發現：一、行動者網絡理論可以視為介入現場的視角與途徑，適用於處理改革或革新為導向之複雜的網絡建構歷程；二、課程的發展必須在學校群體中進行，在此場域中的各式關係，兼顧人與物的觀點，經由中介者之動員，居間轉譯與拉攏，形成有利於自身生成的網絡關係。

This study aims to explore development of school-based required curriculum. From the perspective of “Actor-Network Theory (ANT),” the study adopted the Qualitative Research Methods – Participatory Observation and Document Analysis to interpret the development process of curriculum, which includes four stages: problematization, interessement, enrollment, and mobilisation. The results of the study found that (1) ANT, regarded as a viewpoint and a way of intervention, was applicable to deal with complex networks that generated revolutions or innovations. (2) Curriculum design was developed in school community. In the various types of relationships including the viewpoints of both human and non-human, a coordinator mobilized others, and played the role as a mediator to translate and win supports, to form self-generated networks.