近年來，無論中央公佈的「國民小學課程標準」或民間發展的「教科用書」，幾乎都貼上「建構主義」的標籤。然而，對於建構主義的定義確是十分紛歧。因此，本文即嘗試以文獻探討的方法，首先分析「建構主義」的主要流派，從中歸納出共通性概念極其對課程設計的意義；其次，探究建構主義取向課程設計的原則與現況；第三，針對建構主義取向課程的疑義或問題，加以討論；最後，則以建構主義在未來國小課程研發的展望做為結語。

Recently, government published curriculum standards and textbooks developed by publishers have all been stamped as constructivism. However, the definitions of constructivism are highly confused. Therefore, this paper tries to analyze the basic concepts of constructivism and its implications for curriculum design. First, major schools of constructivism are analyzed. Second, principles and practice of curriculum design are explored from the perspectives of constructivism. Third, the limitations of constructivism on curriculum design are discussed. Finally, a prospective development of curriculum research and design are assessed from a constructive approach.