近年來，在教育部各種補助計畫與大學評鑑將課程地圖列入考核指標的導引下，國內各大學紛建立起屬於自己的課程地圖。課程地圖並沒有固定的型態與樣貌，依據目標、時間、經費與學校組織特性，各校所展現的課程地圖樣貌也完全不同，唯一檢核課程地圖的共同標準，是學校所建立的課程地圖是否能達到預期的目標。靜態的課程地圖主要是描述性功能，而動態課程地圖系統則是要能夠整合課程評鑑、教學評量與學習成效，並能找出三者之間連結不一致處，由學習成效評估對教學評量與課程設計產生循環發展的自我修正機制。本文分析一個已經建構並執行的動態課程地圖系統，就其系統設計的理念與實際執行結果說明其成效，並針對未來應持續修正與改進的部分進行建議。

Recently, grants form Ministry of Education and curriculum mapping have been included as indicators in the university evaluation. Many universities have to establish their own curriculum maps based on their purposes and functions. Based on their goals, times, funding and organizational characteristics, these curriculum mappings appear to be in various forms. Apparently, no fixed form does exist at all, but a standard one seems to be necessary as well as intended for higher education. Generally, the function of a static curriculum map serves to be descriptive in presenting its curriculum, while a dynamic curriculum map can be integrated into the curriculum evaluation, teaching assessment, and learning outcomes, and also to find any inconsistencies among the three perspectives mentioned. Based on the learning outcomes, a follow-up self-correction could be generated, such as curriculum revisions and teaching methods changing. This paper analyzes dynamic curriculum mapping system set up in a university of technology, with a special focus on its system design and implementation results. Some suggestions for the dynamic curriculum mapping system have also been proposed afterwards.