本研究依循質性取向之傳統，以美國某大學師資培育學程的閱讀教學法課程為場域，從中選取一位教師及其兩名學生進行跨個案研究，據此對照探討教師信念與學生觀點之課程認知差異。研究者除試圖進一步瞭解教師信念、學生認知及課程設計三者間的互動關聯外，亦期望藉此協助教師採取學生觀點檢視自身教學。在策略上，本研究針對教材選用、課堂活動與小學陪讀實習等三個面向，均分別自教師信念及學生觀點逐一審視其課程設計內涵。研究結果顯示，課程設計及實際教學皆與教師信念密不可分；此外，學生對課程雖多持正面肯定的態度，惟教師與學生間，亦確實存在部分認知差異。

This study examines one teacher’s beliefs behind her curriculum design and the perceptions of two of her students by using a cross-case study design in the qualitative research tradition. The context of this study is a literacy methodology course in a teacher preparation program at a university in the United States. This study attempts to promote understanding of how teacher beliefs, student perceptions and curriculum design are associated with one another. Such an understanding is significant for educators as it will help them examine their own teaching from the perspectives of students. The curriculum design in this study is scrutinized in three aspects: teacher’s choice of reading, the form of class activities, and a practicum segment where college students read with children in the elementary school. In each aspect, teacher beliefs and student perceptions of the curriculum design are explored. The results of this study demonstrated that the particular teacher’s beliefs are closely related to her curriculum planning and teaching; student perceptions towards her curricular practices are mostly positive, except some discrepancies exist between teacher and student thinking.