在新課綱課程政策實施下，教師既有的課程設計能力與新課綱所需產生落差，教師增能活動也呈現變化—聆聽型的研習逐漸淡化，而動手做的研習大量湧現並受到教師普遍的認同。這種引入業界「操作型」活動的增能效果是如何發生的？本文以多點民族誌進行數十場次之研習觀察與訪談，以行動者網絡理論為視角，透過研習活動的數個關注點，分析「聽」、「懂」與「做」等五種聚合，這些聚合是由眾多人與物的異質行動體，如「講員」、「學員」、「現場語言」、「小組型桌椅」、「海報板」、「便利貼」、「零食」、「研習手冊」與「協作員」等相互連結而促成，透過這些聚合所拉開的網絡效果，最終展現在「海報板」的「研習知識」，其實歷經多重場域的多重存在。研究結果對於「物」在教師研習的角色、研習知識如何促成，乃至研習成效如何發生，提供新的洞見。

In Taiwan, teachers’ curriculum design competence has been challenged since the implementation of the General Curriculum Guidelines of 12-Year Basic Education in 2019. Teachers’ on-the-job training has also been organized differently from plenary speech to hands-on workshops. The effectiveness of the latter was well-received, but how did it happen? Ethnographic data was collected from observing 44 cross-school teacher community workshops, 40 interviews, and numerous postings in online social media. Drawing from the concept of “matter of concern” of Actor-Network Theory, the study identifies five assemblages: be willing to receive, be able to receive, be willing to understand, be able to understand, and practice. These assemblages were enacted by heterogeneous actors such as peer speakers, practical language, teachers, handouts, stickers, papers, posters, workshop schedules, arrangement of tables, snacks, social media platforms, and the facilitators. This study shows that the knowledge that the teachers performed at end of the hands-on workshop has become “matter of fact” through multiple hands-on workshop practice. This study will also discuss the role of objects, the enactment of hands-on performance, and the effectiveness of on-the-job training.