自晚清光緒末年實施新式教育以後，「習字」課程曾經分別歸屬於語文與美術領域。自推行九年一貫課程後，「書法」課程在國內中小學的授課時數急遽減少，其學科定位亦在語文與美術之間搖擺，導致相同學科內容卻有「寫字」與「書法」兩種稱謂；另一方面，書法歸屬相關研究不足以提供建構書法的學科意識。因此，本文嘗試探討書法課程在九年一貫課程裡的學科取向。文中從歷史與學理的觀點、九年一貫課程綱要與能力指標的觀點，以及教學現場的觀點三方面出發，以文獻分析、學科內容分析與觀察教學現場現況為主要研究方法，以剖析書法的學科定位與教育功能。本文建議國小階段的相關課程應結合寫字與識字，在國語文學習領域實施；中學階段則應關注書法的藝術性，強調美育教學與文化薰陶，故宜在藝術與人文學習領域實施。希冀本文結論適以提供教育部重新釐清書法學科取向、修訂九年一貫課程目標與內容，並有助於師資培育單位規畫與建置書法專業師資之培育課程。

In response to the decreasing amount of class time dedicated to calligraphy instruction in elementary and secondary schools, a scarcity of research in the disciplinary orientation of calligraphy education, and a lack of understanding of calligraphy itself as a discipline, this research sought to explore a possible disciplinary orientation for calligraphy education in the 9-year consistent curriculum. We approached this task from the perspectives of the history of calligraphy education, the praxis of calligraphy education, and the 9-year consistent curriculum guides and ability indices. We suggest that at the elementary school level, calligraphy education should be combined with the teaching of writing and Chinese character recognition and included in the Chinese language arts curriculum. At the secondary school level, we suggest that the artistic and aesthetic aspects of calligraphy be emphasized and that calligraphy be included in the liberal arts and humanities curriculum. It is hoped that this study can help education policy makers and teacher training institutions plan and design professional calligraphy teacher training courses. This study also provides implications and suggestions for achieving the goals of calligraphy education as laid out in the 9-year consistent curriculum.