長期以來，我國教育部均將中小學課程綱要認定為行政規則，致使其法制程序向來未於法令文件中具體呈現；及至2013年，在為實施十二年國教而制定公布的《高級中等教育法》中，方首度明示「應設置課程審議會審議課程綱要」，並於2016年同時修正本法及《國民教育法》，使我國中小學課綱之審議組織，逕以法律詳細規範，惟在實際運作上卻也招致若干質疑。另一方面，無論係將課綱定位為法規命令、行政規則甚或一般處分，其除具有不同規範作用外，亦與所應踐行的法制程序具有直接連動關係；而在我國整體法律架構與社會條件下，課綱究應具備何等規範作用及法制程序為妥，乃是本研究計畫所欲深入探討的課題。本研究計畫於執行過程中，將採取文件分析、焦點團體座談及深度訪談等研究方法，俾以探討我國課綱法制程序之妥適性及其對課綱實質內容之影響，並具體分析不同法律定位之課綱所具有的規範作用模式及其可能衍生的問題，進而針對我國課綱應有的法制程序及其法律定位，提出妥適之具體建議方案。

　　For quite a long time, the Ministry of Education has regarded primary and junior high school curriculum guidelines as an administrative rule. As a result, its legal procedure was not presented concretely in legal documents. In 2013, to carry out 12-year national education, Senior High School Education Act was announced. It clearly stated that schools shall establish a curriculum review committee. In 2016, Senior High School Education Act and Primary and Junior High School Act were amended, which made it possible to regulate in the law the curriculum review organization of primary and junior high schools. Yet, this also caused some controversies in actual practice. On the other hand, whether curriculum guides should be categorized into legal order, administrative regulation or general disposition, they may have different regulatory functions and different legal procedures to follow. This research project aims at exploring under the legal framework and social condition what kind of regulatory functions curriculum guidelines should have and what appropriate legal process they should follow. This project will conduct document analysis, focus group discussions and in-depth interviews to examine the appropriateness of the legal process of curriculum guidelines and its impact. It will also analyze how different legal status may impact the regulatory functions of curriculum guidelines and what problems it may cause. Furthermore, this project will propose concrete suggestions for the legal procedure and legal status of curriculum guidelines in Taiwan.