公開課在中國大陸是提升教室教學品質的重要機制，同時也是教師交流教學經驗的平臺。本研究以工具型的個案研究，對焦中國大陸西北地區一所小學，以觀察、訪談與文件分析為策略，用微觀的視角去理解公開課的實施歷程和其在教師專業學習上的意涵。本文以三個教師專業學習的故事線來表徵田野的資料，分別是：一、「以賽代培」- 培養教師的教學基本功。二、「分齡學習」- 公開課的設計讓不同年齡的教師有不同的學習重點。三、「請進來、走出去、送下去」-開啟教師視野的學習機制。從教師專業學習及兩岸比較的視野望去，公開課展現的第一個意象是「流動」，其次是「打磨」。在這兩個意象的基礎上，本文對臺灣中小學的教師專業學習提出兩項建言，一、臺灣需以回應在地文化的方式，建構「精耕教室教學」的良善機制；二、促進多元流動以活絡教師的專業學習。

The public lesson has been regarded as a main mechanism to improve teaching quality as well as to promote exchange of teaching experiences among teachers in Mainland China. This inquiry invited a well-known elementary school located in the North Western part of Mainland China to be the case. Observation, interviews and documentary analysis have been employed to understand the process as well as the implication of professional learning from public lessons. There are three main story lines from the field work. First, competition instead of cultivation. It means to employ competition to foster basic competencies of teachers. Second, the design of public lessons taking the age of teachers into account. Third one relates to the strategies of public lessons used to promote professional learning. This strategy has been called “inviting-in, walking-out and sending -down“ in Chinese. Two images have emerged from field work, i.e. flowing and grinding. Based on the temporary findings, two suggestions toward teachers’ professional learning in Taiwan have been constructed. The first one is to promote exchange among teachers. The second one is to construct friendly as well as cultural responsive mechanisms to uphold the cultivation of teaching in Taiwan.