因應社會變遷與全球化所帶來的轉變，教育部於2011年正式啟動十二年國教的推動工作，並建立「課程研發」、「課程審議」和「課程協作」三個相互關聯的課程發展機制。其中「課程研發」的機制從過去不同單位負責，於十二年國教的研發計畫中改由國家教育研究院負責統籌辦理《總綱》，以及國小至普通型高中各領域課綱的研發工作。為使下一波新課綱的研修更為周延、順暢，本研究將回顧由國家教育研究院主責的課綱研發經驗，並檢視由技職司統籌研發之技高、綜高的一般科目，以綜合活動與藝術領域課綱為例進行探討，針對其在《總綱》的回應與發展機制中，組織分工與運作模式有何不同，衍生哪些問題等。之後，再嘗試提出修正的策略與方法，做為下一波回饋機制調整的參考。

　　In response to the issues of changing society and globalization, the development of Twelve-Year Basic Curriculum Guideline was launched by Ministry of Education in 2011. The construction and promotion of curriculum guideline was supported by the mechanisms of “development of curriculum guideline”, “deliberation of curriculum guideline” and “practice of curriculum guideline”. One of them, “development of curriculum guideline” was running by National Academy of Educational Research, which include the domain-specific curriculum from elementary school to senior high school. Vocational and comprehensive high school curriculum guidelines were excluded. In this study, a review of systematic problems occurred during the development of curriculum guideline would be initiated to ensure the smoothly operation of the organization in next curriculum reform. The examples of domain-specific curriculum include Integrative Activities and Arts in vocational and comprehensive school curriculum. It is expected to offer the suggestions of revision, and being a reference for adjusting the feedback mechanism in the future.