研究目的：探究科技前導教師教案實作之課程意識，覺察科技前導教師所經驗之教育現場的關係轉變。研究方法：採互動取向質性研究設計，由7位科技前導教師進行訪談、參與觀察與文件分析。研究結果與討論：科技前導教師的課程意識在教案實作與轉化文本時受到衝擊、大多數科技前導教師逐漸釐清自身對於「權威文本」的課程意識、部分科技前導教師嘗試卸下「技術理性」的課程意識，以及大多數科技前導教師體悟到師生關係轉變的課程意識。研究結論：科技前導教案在新課綱推動教育改革的層面上，可以作為一個真實的、開啟對話與意識覺醒的觸媒，藉由教案型式化文本的產出歷程，科技前導教師逐漸開展批判性課程意識的方向感。研究建議：對於「專責單位」、「教師主體」，以及「後續研究」三方面提供實務與學術上的建議。

The purpose of this study is to explore whether the pilot teachers' curricular consciousness of technology can go through both critical and dynamic process. Using qualitative research design of an interactive approach for data collection. Based on the use of three research methods, including: interviews, observation, and documentary analysis, which were collected by 7 pilot teachers from one elementary school. The main findings are as follows: pilot teachers' curricular consciousness has been impacted by the implementation and transformation of the lesson plans. Under the atmosphere of the myth, pilot teachers still try to change and realize the transformation of teacher-student relationship. According to the results mentioned above, this study suggest that the lesson plans of technology can improve pilot teachers' curricular consciousness and encourage pilot teachers' driving forces to shape a more appropriate teacher-student relationship. Study has also proposed several suggestions for raising pilot teachers' curricular consciousness and supplied further suggestions for follow-up research.