"課程是社會的產物。近幾年來，我國社會產生了急遽的變遷，造成學校的課程和社會的發展嚴重脫節。民間教改團體和行政院教改會紛紛針對目前中小學課程的缺失，提出了諸多批評與建言。教育部在民國八十七年九月修訂公布了「國民教育階段九年一貫課程總綱綱要」。此次改革時程之短，幅度之大，可說是歷次首見。因此，如何在「解構」與「重構」之間，尋找可行有效的途徑，已經引起多數學者的關切與論述。
本文首先探討課程的社會學理論基礎，其次闡述九年一貫課程改革的情況，接著剖析我國中小學課程現有的問題，然後從社會學觀點探討九年一貫課程改革的情況，最後揭示課程社會學對九年一貫課程改革改革的啟示，提供國人作參考。

Curriculums are the products of society. Taiwan made change suddenly at the near years. The curriculum lost contact with social development. The groups of education reform and The Deliberation Committee of Education Reform raised many criticisms and suggestions. In September 1998, the Ministry of Education promulgated “ The General Guidelines for the Consistent 9─year Curriculum of Elementary and Junior High Schools”. How to research the effective ways between the disstructure and restructure has raised discussions by the scholars.
First, the paper explored the sociology fundamentally of curriculum. Second, the time backs of curriculum reform in Taiwan are stated. Third, the problems of curriculum of elementary and junior high schools are analyzed. Fourth, the conditions of nine─years─consistent─curriculum reform are explored from sociological views. Finally, the inspirations for nine─years─consistent─curriculum reform are revealed.