十二年國教總綱及各領域課綱皆強調探究式的教與學，緊扣著杜威以學習者為導向的全人教育理念。本研究以一所普通型高中的校訂必修PBL 課程為例，深入訪談行政領導者、授課教師、學生。此探究式的教與學回應了杜威「建基於經驗的教育」、以小組合作養成「民主公民品格」、將知識作為「手段」而非唯一目的。從行政、教師、學生三個不同層面了解課程實施的過程與成效，教與學跳脫傳統框架展現不同的風貌，但主要的價值仍在於後續的學習遷移。此外也發現其執行困境，包含行政資源與師資編配、教師角色及協同合作的困難、學生學習模式的調整不易。本研究試圖對此提出幾項建議：課程內容安排仍須調整優化、彈性調整教學現場的實務問題、師資的養成與編配需要更穩定的制度、能銜接相關的探究與實作課程加以深化。

The curriculum guidelines of 12-year basic education and the curricula of various fields emphasize inquiry-based teaching and learning, closely following Dewey's learner-oriented philosophy of whole-person education. In this study, we conducted in-depth interviews with administrative leaders, teachers, and students in a PBL curriculum in an ordinary high school. This inquiry-based teaching and learning responds to Dewey's "education based on experience," the use of group work to develop "democratic citizenship," and the use of knowledge as a "means" rather than an end in itself. The process and effectiveness of the implementation of the curriculum are understood from three different aspects: administration, teachers, and students. The teaching and learning approach is different from the traditional framework, but the main value still lies in the subsequent transfer of learning. In addition, implementation difficulties are identified, including the allocation of administrative resources and teachers, difficulties in teachers' roles and collaboration, and difficulties in adjusting students' learning patterns. This study attempts to make a few suggestions: the curriculum arrangement needs to be adjusted and optimized, the problems in the teaching site need to be addressed flexibly, and the system of the training and allocation of teachers needs to be more stable in order to deepen learning in the inquiry-based courses.