後現代的意涵是什麼？運用在課程研究上會產生什麼樣的樣貌？理論研究者心目中的後現代課程研究，與實務工作者有哪些差異？對於課程這麼一種富涵實用價值與多樣解讀的概念，許多課程定義、理論或敘事，在不同的時空背景下，呈現出多元的性質。本文從課程研究的基本概念出發，針對後現代課程的特色加以描述，搭配學者對於後現代課程研究的主張，進行有關後現代課程研究概念的批判分析。本文認為，後現代課程研究原先倡議的優點固然須加維持，其多樣的學術造型有必要開展，但是實際應用例證與策略必須予以補充，西方語言的意義必需釐清，以彌補學術奠基的不足與基層實務的困境，並省察另一種權力宰制關係的形成。

What is post-modernity? What it would be like when applied upon curriculum research? What are the differences regarding researches of post-modernist curriculum from curriculum researchers and practitioners? How their natures, theories, or narratives can be presented corresponding to various contexts? This article begins with some basic concepts of curriculum research. By focusing on its characteristics of post-modernist curriculum and arguments, the author tries to analyze its contents and applications. In the author’s view, the advantages of post-modernist curriculum research certainly should be maintained, and its diverse intellectual frameworks can be futher developed. However, these practices and strategies need to be farther supplemented, and the westernized language also needs to be clarified. All these improvements should be done in order to overcome the insufficiency support to academic foundation, to remove the obstacle of practitioners’ truly understanding, and to reflect on the new construction of power relationship that has dominated in the past.