教科書是政治、經濟、文化、思潮影響下的時代產物，其所呈現的知識組織系統，不但反映學校課程的形貌，更陳顯出課程政策的內涵，因此本文特別回溯探究教科書發展之軌跡，藉之檢視我國百年來課程政策演變的脈絡因素與歷史意義，透過回顧評述海峽兩岸有關教科書發展與課程史研究之相關論述，本文首先從教科書發展的歷史脈絡鋪陳、解讀與評述，來陳顯在特定時空下教科書所反映的知識型式、社會價值和政治議題；接著，嘗詴沿引教科書發展的緣由與影響，來解析課程政策變革的動因及其所留下的時代意義；最後，則藉由反省長久以來不斷重複出現的課程議題，來思索玩味我國課程發展史所內蘊的意義與啟示，希冀從中獲得一些「後見之明」，作為未來課程決策與發展的借鑑。

Textbooks are products of the eras to which they belong and are influenced by politics, economics, and culture. The embedded knowledge organization systems of textbooks reflect not only the forms of school curriculum but also the curriculum policies of the time. With this in mind, the authors explore paper regressively the developments of textbooks in order to better understand elements that make up the context and historical significance of changes in ROC curriculum policies over the past century. By reviewing studies on textbook development and curriculum history, the authors lay out, reconstruct, and analyze the historical context in which textbooks developed to reflect knowledge forms, social values, and political issues in textbooks of a given time and place. Next, drawing on the antecedents and consequences of the developments of textbooks, the authors attempt to delineate the hidden forces and historical significances of the changes in curriculum policies. Finally, the authors critically reflect upon te recurring curriculum issues throughout the years and contemplate the meaning and implications derived from the ROC curriculum history and textbook development in hopes of gaining some "hindsight" to serve as reference for future curriculum policy making and development.