為實施十二年國教，教育部訂定十二年國教課程綱要（簡稱課綱），其機 制為國家教育研究院成立課程研究發展會（簡稱課發會）負責研修，教育部成 立課程審議會（簡稱課審會）進行審議。過程中，亦評估現行高中高職課綱的 調整需求，透過這個機制進行微調。2014 年1 月課審會審議通過高中國文和 社會領域微調課綱，其中歷史科臺灣史的微調變成大調，引發軒然大波，各界 質疑教育部假微調之名行大調之實，且程序未公開透明，激起一連串反黑箱課 綱運動。本文分析該微調課綱的背景和反對意見，檢視教育部對微調過程的說 明和對質疑的回應，探討爭議焦點和重要發展方向，最後提出結語。

In order to implement the 12-year national education system, the Ministry of Education （MOE ） in Taiwan created a two-level mechanism to reconstruct curriculum for elementary and secondary schools: Curriculum Research and Development Committee under the National Institute of Education for writing curriculum guideline drafts, and the Curriculum Deliberation Council (CDC) of MOE for reviewing drafts and making the final decision. During the process, this mechanism was also applied to evaluate the adjustment needs of current high school curriculum. In January 2014, the CDC approved the adjustment of Chinese language and social studies curriculum guidelines for senior high schools, but it actually made a structural change for the curriculum of Taiwan history, which triggered violent disputes and ignited a series of protest movements against the so-called black-box operation. This paper not only analyzed the background and opposition of the movements, MOE’s explanation of the adjustment process in response to the critisims, but also discussed key issues in the adjustment as well as the possible developmrnt in the future.