課程革新的制度化約自1980 年代始展開研究，其進展恰與制度理論的興革背景相呼應， 皆受到理性選擇論、組織社會學和歷史制度主義等影響，而有不同的關注焦點。細究制 度化的運作，發現其過程大抵可區分為：調控、規範和認知等三種模式；並且衍生相應 的指標行為有：人們的從眾傾向、工作的例行化與規範價值的內在化等。長期以往，課 程革新的制度化遠不若實施研究較受重視，學術研究累積的成果委實有限，期許未來該 研究能與其它理論（如實施、擴散或推廣等）跨領域合作，豐實有關革新進程研究之全 貌。

Studies on innovative curriculum institutionalization (ICI) have burgeoned since the 1980s, synchronizing with the developmental background of the institutionalization theory. Both of them were influenced by the rational choice theory, organizational sociology, and historical institutionalism and appeared to focus on different issues. The three models of ICI consist of regulative, normative, and cognitive aspects, and some indicative behaviors are included, such as herd mentality, routine work, and enculturation of normative value. Compared to curriculum implementation, ICI was never highly respected as a field of study, and its accumulated research results are rather limited. Hopefully, future studies in the field of ICI may cooperate with other different domains (such as implementation or dissemination) in order to enrich the scope of research on the process of curriculum innovation.