日前教育部於2014年2月發布高中國文及社會領域（地理、歷史、公民與社會）課綱微調內容，但引起百餘位學者共同發表聯合聲明，質疑此次歷史課綱修訂之決策過程、檢核小組成員之代表性，以及課綱內容用字遣詞等問題。針對此一爭議，教育部亦陸續針對爭議之內容進行回應，以期能解決爭端及凝聚共識。基於高中課程改革之沿革與前述爭議，本文擬先以知識與權力間關係之論點出發，探討意識型態對當代課程改革之影響。其次，再由回歸課程本質及課綱發展原則來看課程改革，同時以美國中小學歷史課程標準發展及自然科學課程標準修訂為例，以檢視與評估我國未來課綱發展與調整之應有作為。最後，歸納課程綱要變革之可能潛在問題，以期能真正落實課程改革之具體目標。

Recently, slight revisions of the High School Curriculum Guideline in Chinese and Social Studies (including geography, history, civics, and social science) Domains were announced by the Ministry of Education on February 2014. The content revision of history led to hundreds of scholars declared a joint statement, which queried the decision making processing of this revision, the representativeness of the evaluation team members, and the wording in the volume of Taiwanese history. In accordance with these controversial issues, the Ministry of Education acknowledged and provided responses correspondingly. Based on the past history of our high school curriculum reform and the current controversial issues, this article first argues the influence of ideology on contemporary curriculum reform, which is based on the relationship between knowledge and authority. In addition, it is to discuss the curriculum reform through drawing back to nature of curriculum and standard development guidelines. Besides, it intends to provide valuable insights from reviewing examples of both the development of American history curriculum standards and the revision of next generation science standards. Finally, possible potential problems in the revision of the curriculum guideline are generalized from previous studies in order to reach the ultimate goals for future improvement of our curriculum reform.