面臨高速資訊與知識管理引領風騷的多元變動社會，位於苗栗縣竹南鎮濱海的竹興國小，透過建構資訊教學團隊以行動研究方式，促進團隊成員歷經批判、反省、實踐與澄清的過程；並經由團隊學習，建立良好的夥伴關係，透過專業對談，經由自由、平等、辯證的對話中，促發團隊夥伴高動能的實踐智慧，結合團隊力量解決困境，共創獨特的價值。
　竹興資訊教學團隊，在成立初期，團隊成員對於批判思考、專業對談及團隊運作上呈現了經驗不足的窘境，對於學校本位課程的發展及教材、教案的設計知能亦有待提升，但透過專家學者的輔導、諮詢、協助及多次的增能活動，已使團隊運作逐步聚焦而能漸入佳境。經過兩年多的實踐行動與歷練成長，資訊教學團隊夥伴不但在課程的設計、教學活動的實施中增長了個人專業的深度，並透過實地教學的經驗分享，建立有關學校本位課程的行動知識，促進教師持續的專業成長、提升兒童學習成效，以達到提高教育品質的目標。在各個單位辦理全國教材、教案的徵選活動中更是屢獲佳績，可以顯示竹興資訊教學團隊已然由生根中漸具深耕的效能。
　　在實踐行動與反省的過程中，我們獲得一些啟示：
　一、竹興資訊教學團隊經由專業成長團體的建立、生根、運作與深耕，已有效發展學校本位課程的模式、教材與教學方式，改變單一的課程方案，而以學校為基地，整體發展課程，即教學團隊成員都能以學校的教育理念及需要為核心，以學校及社區的資源、情境為基礎，主動針對學校課程所進行的規劃、設計、實施與評鑑的一連串歷程。
　二、竹興資訊教學團隊的生根與深耕歷程中，可發現團隊建立必然面臨許多困難，但透過增能活動與「對話、反思與行動」歷程，不斷跨越教師專業的知識層面，不僅可以擴充教師認知的視野，更可以延伸反思的經驗層次。
　三、竹興資訊教學團隊的運作過程是一種彼此共同成長的學習歷程，因為團隊的文化中應漸具對話與分享的學習氛圍，故團隊中的反思與行動比較不容易陷入個人本位的思維與經驗之中，使得教師專業發展比較能以宏觀、整體的角度同時開展，使實踐場域中的教育行動，不會趨於僵化。
　四、竹興資訊教學團隊的教學活動是一個動態的學習歷程，教師不但可隨時依學習者的狀況與回饋而調整教學，也可因不同教學者的專長而進行協同教學。
　五、竹興資訊教學團隊所推展的「資訊科技融入教學」，並非只是學電腦、用電腦，而是掌握資訊科技工具的特色，整合教學媒體，充實教材內容相關的知識內涵或補充課本內容之不足，以提供學生加深加廣的學習。
　六、訂定具體評鑑指標，有效實施教師教學評鑑及團隊運作效能評鑑，是本校資訊教學團隊可繼續努力的方向。

　　Facing the variation and alterative society which is leaded by the rapid developing information as well as knowledge management, Jwu-Shing elementary school, located at the seafront of Jwu-Nan Chen in Miaoili Hsien, through the action research by establishing the information technology teaching group, has been promoting the procedure for the team members to criticize, to make a self-examination, to put into practice and to clarify. And through the team learning, we have established a good relationship of partners among the members to encourage the highly action ability and development intelligence, and also to combine the team power to solve the predicament as well as to create the unique value of the team by through the free, equal and demonstrated professional communication.
In the early period of establishment of the Jwu-Shing information teaching group, the members of it appeared the awkward situation of the very shortage of experience in criticizing thinking, professional talking and teamwork function. They urgently needed to promote the knowledge about the development of the school–based curriculum, teaching materials as well as teaching plans. But fortunately we have made the teamwork gradually go into better condition and get further teaching ability with the guidance, assistance, and consultation from some of the professional scholars. With more than two years practicing, the teammates grow professional in designing the teaching plans and in practical teaching activities. And by the sharing with one another in practical teaching experience, they not only come into effect, increase personal professional ability but also get the advantage of establishing the active knowledge about the school-basis curriculum, and pushing the continually progress in the professional ability of teaching. At the same time, we also increase the learning achievements and reach the goal of enhancing the educational quality as well. We have already improved that Jwu-Shing information teaching group has gotten the effects of rooting and deep plowing by getting fruitful prizes from the selection activities about the teaching materials and teaching plans hold by educational organization department.
In the procession of putting into practice and making self-examination, we also get some illumination as below:
　1.Jwu-Shing information teaching grip has been through the course of establishing, rooting, carrying out and cultivating, and the teachers’ professional growth group has effectively developed school-based curriculum, teaching materials and teaching methods; meanwhile, they has changed the school unique curriculum to be an entire development course on the basis of school; in other words, the teaching group can actively aimed at school curriculum, and all the members in this team can actively map out, design, carry out and evaluate the project according to the educational thought and needs of school. Moreover they put it in consideration of the resources of the community and the circumstance around the school.
　2.During the process of the rooting and deep plowing, we did find the difficulties would be in front of the team, however, through the activities of enhancing ability and of the mechanism in「The interlocution, Reflective Thinking and Action」,we constantly strides across the administrative levels of the teachers’ professional. We not only extend the teachers’ eye-sights but also stretch their experiences of reflective thinking.
　3.Jwu-Shing information teaching teamwork is a kind of process of mutually learning and mutual improvement. Owing to the environment of discussing and sharing needed among the team members, the actions and self-examination of them won’t be not so easily fell into some individual thoughts and those old experiences. And that will let the teachers’ professional progress will be spread out with the widespread and whole aspects at the same time. Nevertheless, that also makes the movement in the executive teaching field not head toward a deadlock.
　4.The kind of teaching activity is a movement learning. Teachers can not only adjust the teaching methods at any time according to the condition and the feedback of the learners, but also decide to work in team-teaching basis on teachers’ professional.
　5.The goals of “Information incorporating ” in 　Jwu-Shin information teaching group are not only wanted to learn computer, use computers but wanted to manage the characteristic of the science tool and to combine with all the teaching media in order to fulfill the content and knowledge of our teaching materials and supply the shortage of the textbooks moreover to offer students a kind of learning for deepening and widening.
　6.Concluding specific curriculum evaluation, effectively practicing the teachers’ evaluation and the effectiveness evaluation of the teamwork are aspects of the teaching groups to keep endeavoring.

一、中文部分
王全世(2000)。資訊科技融入教學之意義與內涵。資訊與教育，82，　　23-30。
王春展(1996)情境學習理論及其在國小教育的應用。國教學報，8。　　25-30。
王耀宜(2002)。在主動探究的教學模式中國中學生資訊素養之表現。　　台灣師大物理所碩士論文，未出版，台北。
何文堂(2003)。團隊動能。2003/10/28擷取自http://www.asia-l　　　earning.com/team02/article/128224306/
何榮桂(2001)。資訊教育的發展趨勢。資訊與教育，85。1-4。
何榮桂、顏永進(2001)。《資訊科技融入學習領域設計初探》。論文　　發表於「新世紀課程教學--九年一貫課程議題教育研討會」，台　　灣師大，台北市，9月21日。
吳正己、吳秀宜(2002)。資訊融入教學實例及相關問題探討-以社會　　科為例。2002/11/10取自 　　
　　http://www.ntnu.edu.tw/csd/kao/kao8/6issues/1-2.htm
吳清山、林天佑(2000)。知識管理。教育資料與研究，37，101。
呂瑞香（2002）。變革之舞---團隊學習在Klapay國小的實踐與省　　　思。新竹師範學院國民教育研究所學校行政碩士班碩士論文，未　　出版，新竹市。
李安明(1999)。「為教學而行政」的校長教學領導：理論與實務。教　　育政策論壇2(2)，158~203。
李俊湖 (無日期) 。九年一貫課程與教師發展策略。2003/09/13擷取　　自http：//140.111.1.12/primary/society/ks_ck/nine/n5.htm
李錫津(2002)。課程的教學與創新。課程與通訊教學，6。
李麗霞、陳惠邦(2001)。行行重行行。台北：師大書苑。
林文生(1999)。如何以行動研究來改變教師的課程地圖。刊載於國立　　教育資料館主辦中小學行動研究系列研討會：原理與實踐。
林志成(2003a)。批判省思、專業對話的理念與做法。學校行政雙月　　刊，23，3-14。
林志成(2003b)。教育行政實踐智慧的教學省思。載於陳伯璋、歐用　　生主編「課程與教學的饗宴」，468-484。高雄：復文。
林佩璇(2000)，學校本位課程發展及其影響因素之探討。國立台南師　　院編印。1-46。
林明地(1998)。以學校行政協助教師同僚專業互享學習的行動方案。　　發表於教育科技與研究：教學專業研討會暨工作坊。中正大學教　　育學程中心主辦。
林海清(2001)。知識管理與教育發展。台北：元照。
邱瓊慧(2002)。中小學資訊科技融入教學之實踐。資訊與教育，　　　　88 ,3-9。
林燕珍(無日期)。教育部「資訊教育軟體與教材資源中心」簡介　　　　2003/09/10擷取自　　　　　
　　http://140.111.1.22/moecc/art/8705/8705a1.htm
孫本初(2000)。團隊建立的途徑與步驟。游於藝雙月刊。20。20-　
　　25。
張國恩(1999)。資訊融入各科教學之內涵與實施。資訊與教育雙月　　　刊，張嘉育(1999)。學校本位課程發展。台北：師大書苑。
張碧娟(1999)。國民中學校長教學領導、學校教學氣氛與教師教學效　　能關係之研究。國立政治大學教育研究所博士論文，未出版，台　　北市。
張德銳(1998)。教育行政研究。台北：五南。
教育部(2001)。中小學資訊教育總藍圖。Retrieved July 10, 2001 　　from　　　　
　http://masterplan.educities.edu.tw/conference/total.shtml
教育部九十二年度九年一貫課程與教學深耕計畫(無日期)：　　
　　2003/6/20擷取自　　
　http://www.eje.edu.tw/ejedata/kying/2003315117/920314.htm
梁雲霞(2002)。看見想像的學校。台北：遠流書局。
陳伯璋(1998)。九年一貫課程的理念與理論分析。刊載於中華民國教　　材研究發展學會九年一貫課程研討課程系列研討會。
陳燕秋(2001)。我國中小學實施「資訊科技融入教學」之現況初探與　　評估---從八位老師的訪評結果談起。2002/11/10取自　
　　http://www.epa.ncnu.edu.tw/proposal5.html
黃旭廷(2002)。學校推動知識管理所需要的資訊科技。翰林文教雜　　　誌，29。
葉連祺(2001)。中小學教師行動研究策略之探討。教育資料與研究，　　35，10-15。
甄曉蘭(2001)。行動研究成果的評估與呈現。載於中華民國課程與教　　學學會主編《行動研究與課程教學改革》
趙廣林(1996)。國民小學校長教學領導之研究。國立屏東師範學院國　　民教育研究所碩士論文，未出版，屏東。
劉世雄(2002)。探討資訊科技融入教學之課程設計。生活科技教育月　　刊。6(35)，24-31。
劉美慧(2003)。多元文化課程改革。2003/9/10擷取自　
　http://www.nhltc.edu.tw/~gimewww/teachers/lium/lium01.htm
蔡淑敏、魏秀珊(2003)。「國民小學推行知識管理促動要素、應用現　　況與困難因素之研究」調查問卷。
魯先華(1994)。國民中學校長教學領導之研究。國立台灣師範大學教　　育研究所碩士論文，未出版，台北。
蕭速農(2001)。課程統整的實踐與省思。課程與教學通訊，6。
賴苑玲(2001)。如何將Big Six 技能融入國小課程。書苑季刊，48，　　25-38。
韓善民(2001)。我國資訊教育發展現況與展望。2003/11/2擷取自　
　　http://masterplan.educities.edu.tw/conference/a7.shtml
魏惠娟(1988)。邁向學習型組織的教育行政領導。教育政策論壇創刊　　號，1（1），135-171。
羅豪章(無日期)。鷹架理論在電腦輔助教學上之應用鷹架理論在電腦　　輔助教學上之應用。2003/9/8擷取自　
　　http://140.122.87.110/42404.htm
顧瑜君(2000)。以行動研究進行鄉土教學活動與課程發展：兩個東岸　　的例子，行政院國家科學委員會專題研究計畫成果報告。未出　
　　版。
顧瑜君(2001)。教育革新與實踐-教師專業自主與課程發展。新世紀　　課程改革與教學創新國際學術研討會，2001年11月
顧瑜君(2002)。學校本位課程發展與教師專業成長。載於學校本位經　　營的理念與實務，台北：高等教育出版社。

二、英文部分
Altrichter, H., Posch, P. & Somekh, B. (1993). Teachers 　　Investigate Their Work：an introduction to methods of action research. USA: Routledge。
Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. New York: Teachers College.
Eisenberg, M. & Lee, H. L. (1999). New perspective on learning and teaching: The big six approach to information literacy Instruction,398-409.
Eisenberg, M. B. & Berkowitz, R. E. (1990). Information Problem-Solving: The Big Six Skills Approach to Library and Information skills. Norwood, N. J.: Ablex publishing Corp.
Hyeon-Suk, K. (2001). Totally integrated curriculum and teaching with technology. Curriculum and Teaching. 16(2), 105-114.
McEwan,E.K.(1998).Seven steps to effective instructional leadership. Thousand Oaks, CA：Corwin Press,lnc.
Ross, P. (1995). Relevant tele-computing activities. The Computing Teacher, 22(5), 28-30.