我國近幾年積極推動教改事項，「九年一貫課程」是其中改變課程結構、下放中央權力最劇烈的一項。然而課程事務無法免於價值中立，而價值理念來自哲學原理的導引，九年一貫課程哲學意涵分析的重要性在於發現課程的價值理想與價值衝突之處，為其本質性問題找到原因。本文以後社分析方式解讀九年一貫課程的可能哲學意涵，分別從建構主義、經驗主義、自然主義、進步主義、再概念化學派、現代主義、後現代主義和美學進行分析。

In Taiwan, education reform proceeds violently for the recent years. The “Nine Year Joint Curriculum” is the most notable part due to its strong change in curriculum structure and the government de-powered to local authority and school. But curriculum is not free-value, so this article explores the features of the “Nine Year Joint Curriculum” from the different philosophical viewpoints, just as Constructivism, Empiricism, Naturalism, Progressivism, Reconceptualism, Modernism, Post modernism, and Aestheticism. Finally, the author also suggests the contradictions from the conexistence of the different philosophy in the “Nine Year Joint Curriculum”.