National Academy for Educational Research

　　十二年國民基本教育課程綱要之研發為台灣教育史上首次將中小學課程綱要整體規劃與連貫研發。由於國家教育研究院掌理系統性與長期性的課程及教學研究發展，因此自民國97起規劃與執行十二年國民基本教育課程綱要之研發工作，對國教院而言此為首次經驗，實有必要整理與研析此研發歷程。綜上，本研究以總綱與領域/科目課綱為研究範疇，探究課綱論述基礎，以及課綱發展歷程中在課發會與課審會機制運作下，受到關注的課題脈絡與其決策分析。所謂「關注課題」係以特定課題課綱發展歷程中被討論的頻率來界定，頻率越高關注強度也越高。
本研究採取論述分析法，運用訪談（個人與焦點團體），文件分析等資料蒐集方法，達成以下研究目的：
(一)分析十二年國教課綱發展模式與論述基礎。
(二)探勘與分析十二年國教課綱發展過程中關注課題及其脈絡。
(三)探究課發會與課審會不同身分參與者關注強度與內涵之差異。
(四)提出未來課綱研究發展與修訂原則規劃之建議。

　　The Guideline for the 12-Year Basic Education Curriculum is under developing by National Academy for Educational Research from 2008. This is the first time to construct curriculum guideline from grade1 to grade12 in Taiwan. It is necessary to document and analysis the process for the curriculum guideline R&D in the future. This research is to explore the Process and critical issues in the development of the Guideline for the 12-Year Basic Education Curriculum. The research defines the critical issues as the frequency of issues discussed in the developing process. When the frequency is higher, the issue is more critical.

　　The research purposes are to analyze the process and discourse rationale of the curriculum guideline, to explore the context and critical issues, to explore the frequency and issues among different committee agents, and finally to propose suggestions for the research and development of curriculum guideline in the future.

　　This study employs critical discourse analysis method. Data collection includes the interviews transcripts from individual and group, and documents that generated from the process of constructing the curriculum guidelines. The research findings are expected to contribute the research and development for next generation of curriculum guideline and will be the foundation for the research in the second year for researcher.