本文以currere的課程理論為核心，探討自傳探究如何幫助教師理解課程知識及對課程教學可能的影響。本文是擔任小學高年級導師的研究者與學生共同建構的課程故事，研究時間長達一年半，本文擷取其中幾堂發展身分認同的課程做說明。作者採取自傳民族誌研究法，藉由反思自我生活經驗和處境，批判思考社會意識、課程政策、教材、教法，重新轉化課程教學，形塑教師自我的教育哲學，尋求社會改變的契機，邀請讀者一起反思及理解課程。 This study centers on currere curricular theory. It explores the effects of autobiographic inquiry on teachers’ teaching and understanding of curriculum. The investigator, an upper-grade teacher, constructed the curriculum story with her students for eighteen months. The research selected several classes related to self-identity development as examples. The researcher adopted autoethnography to criticise social awareness, curriculum policy, teaching materials and methods by self-reflecting on life experiences and situations. The aims of the study are to reconceptualise curriculum, to establish a personal pedagogy, to seek changes in society, and to invite readers to reflect and understand the curriculum.
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