國家教育研究院

　　本研究經由內容分析法、焦點團體訪談法等方法，探討國民中小學階段各重大議題彼此間的重複或關係，及其與領域課程間的關係。研究結果與發現供行政機關決定與落實重大議題課程政策之參考，提供學校課程發展與實施之依據。

　　本研究發現與建議：（1）重大議題仍有存在的必要，重大議題數量以五至七項為度；（2）重大議題應建立進退場機制，應先經由學者專家評估，並配合課綱微調時進行；（3）各議題應先撰寫系統的目標、概念與分段能力指標；再將其能力指標併入相關學習領域中；（4）資訊教育議題建議可考慮單獨設科；（5）重大議題已列入課程綱要中，不宜再透過立法規定授課時數，避免議題成為各意識形態及權力的角力場所。

　　The relationship or repetition among each important issue in elementary and secondary education and its relationship with curriculum were discussed through content analysis and focus group interviews, etc. The result and fi nding of the research provide reference for the authority to decide and practice important issues, and basis for the development and practice of the school curriculum.

　　The fi nding and suggestion of the research are as follows:
(1) There is still the necessary existence for the important issues, which should be limited in fi ve to seven.
(2) The important issues should establish the advance and retreat mechanism, estimating by the scholars and experts in advance and coordinating with the curriculum adjustment.
(3) Every issue should frame its goals, conceptions and grading competence indicators, and then merge the competence indicators into the related learning areas.
(4) The issue on Information Technology Education is suggested to be set apart.
(5) The important issues are included in curriculum guidelines, so it improper to be limited the teaching hours by legislation in order to prevent the conflict from the diverse ideologies.