本研究旨在探究技高教師於十二年國教課程綱要的轉化與實踐歷程，包括心理轉變、遭遇困難與因應策略，並從慎思、反省、批判、行動與解放等歷程，分析教師的轉化經驗。採個案研究，以一所技高的四位家政群教師為個案，於新課綱實施第一學期間進行深度訪談與教學觀察。研究發現：一、個案教師轉化新課綱經歷初期憂慮、體認變革需要、逐漸調整思維等心理歷程；二、個案教師依循課綱規範進行課程轉化，已達表層改變，但信念與態度尚未全然轉變；三、個案教師轉化課綱為課程教學，遇到素養導向及跨域教學能力不足及新增專業科目教學準備不夠等困難；四、個案教師透過專業社群與研習、尋求行政支援及傾聽學生內在聲音等途徑來因應困境；五、個案教師在課程實踐過程中，大致達到慎思與反省程度，惟在批判、行動與解放上仍待深化。據此提出建議作為後續技高教師實踐新課綱之參據。

This study explored the transformation and practice of the 12-year basic education curriculum guidelines in the case school. The scope included the transition of teachers' attitudes, the challenges, and the process of deliberation, introspection, criticism, action and liberation. The study adopted in-depth interviews and observation as the major research methods. The data was collected from four teachers in the home economics group in a vocational high school. The results included: 1. The case teachers transformed the curriculum through the stages- initial anxiety, recognizing the needs for change, and gradually adapting and accepting. 2. The case teachers transformed curriculum on the surface, but actually their beliefs and attitudes had not changed yet. 3. The main difficulties were the lack of competence-based and transdisciplinary teaching ability, and insufficient preparation for new subjects. 4. The case teachers coped with the difficulties by participating in teachers' professional communities, seeking administrative support, and listening to students' inner voices. 5. They had generally reached the level of deliberation and reflection, but the practice of criticism, action and liberation needed to be deepened. According to the findings, the study provided several suggestions for vocational high school's teachers to practice the new curriculum guidelines.