爲了因應國際間日趨激烈的教育競爭，美國政府陸續推動了「不讓任何孩子 落後」（No Child Left Behind)、「力爭上游」（Race to the Top)等一系列的教育改 革方案，希望挽救美國各州教育步調不一致，以及學生能力逐漸低落的頹勢。因 此，在歐巴馬總統的極力鼓吹與社會大眾的殷殷企盼聲中，「全美州長協會」 (National Governors Association,簡稱 NGA )和「各州教育主管委員會」（Council of Chief State School Officers,簡稱CCSSO)聯合發起和推動設立K-12的課程計 晝，歷時一年有餘，終於誕生了美國首部全國性的課程標準--「共同核心州課程 標準」（Common Core State Standards,簡稱為CCSS課標）。本文將以美國《CCSS 英語課標》中K-5的「閱讀」内涵和要求作為分析的對象，探究其在課程政策的 規劃中，所隱含的一套包括「理念一規準」、「分類一晉級」、「輔助一支援」等三 個面向的系統性思考模式。

In response to fierce international competition in education, a series of educational reform plans, such as “No Child Left Behind” and “Race to the Top” are proposed in America. The plans are expected to eliminate differences of education policies in each state and to enhance students5 competence. With President Obama5s promotion and the masses5 expectation, National Governors Association (NGA) teams up with Council of Chief State School Officers (CCSSO) to set up a K-12 program. In over one year, the first national program standard in America, The Common Core State Standards (CCSS) , is born. The article will analyze the concepts and requirements of K-5 reading in American CCSS for English to explore the systematic thinking model based on the three dimensions - “philosophy-standard”， “classification-promotion” and “assistance-support” implied in the program policies.