本研究旨在瞭解國中體育教師之課程價值取向情形，以及價值取向內涵之六個層面。研究對象以95學年度台中縣立宜心(化名)中學之兩位體育教師為主，運用質性研究之觀察法、半結構式訪談以及文件分析等多元方式，蒐集一學期之相關研究資料，輔以Q分類技術研究教師的體育課程價值取向。
　　研究結果發現：一、個案兩位體育教師所持之課程價值取向不同，A老師依序為學科精熟取向、自我實現取向、社會責任取向、學習歷程取向及生態整合取向；B老師則為生態整合取向、學科精熟取向、自我實現取向、社會責任取向及學習歷程取向。二、個案體育教師課程價值取向所涵蓋之六個層面亦不相同。

　　The purpose of this study was to investigate the value orientation of physical education curriculum from two Taichung junior high school teachers in 2006. The reaearcher attended the case teachers’ PE classes for one semester, collecting data through participant observation, interviews, artifact collection, and class journal keeping. For the advance of the credibility for crossing-checking of the case tecachers’
curriculum orientation.
　　The results of this study were listed as the following:1. The rank order of the case teachers’ value orientation of one PE curriculum was DM, SA, SR, LP and EI; another wsa EI, DM, SA,SR and LP. 2. The case teachers’ curriculum value
orientation included six dimensions were different.