The study investigated the cognitive conflict of the relationship between curriculum reform and the professional autonomy of teachers by applying the judgmental analysis theory. 摘要本研究以判斷分析的理論，探討九年一貫課程改革與教師專業自主關係的認知衝突。
The development of this teacher's pedagogical power was interpreted by a learning model in which pedagogical reasoning by analogy and pedagogical cognitive conflict interplayed. 這位初任教師教學專業的成長是一個教學推理的類比學習與教學認知衝突的學習之交互作用模型。
