隨著全球化的思潮，國際間的交流、互動更加緊密，為了解各國教育的品 質，進而形成國際教育系統的評比，各國學校教育的評比數據成為該國全球經 濟競爭力的重要指標，國際教育評比的內容及方式，亦漸漸成為各國課程革新 的方向。馬來西亞在國際教育評比績效數據的壓力、及國內貧富差距與城鄉差 距造成的學生成就落差等社會因素下，提出了「教育發展大藍圖」（PPPM 2013- 2025），並以強化質量、促進公平與統一為目標，推動課程革新，同時於2017 年正式實施中學新標準課程（KSSM）及修訂小學標準課程（KSSR）。本文透過 文件分析，探究馬來西亞中小學課程革新背景及中小學新課程的內涵，研究結 果提供我國未來課程革新之參考。

With the trend in globalization, the interactions and communications among countries appear more frequent than ever since. In order to understand the education quality of different countries and to evaluate the international education systems, the evaluation data on the school education of different countries becomes an indicator of the global economic competition for each country. Gradually, the contents and methods of the evaluation on the international education becomes the lead for developing the curriculum innovation. Under the pressure of the evaluation performance on the international education, as well as the social factors like the gaps of the academic performances made by students from different socioeconomic backgrounds and rural-urban areas, Malaysia announced, in 2013, the “Malaysia Education Blueprint” (PPPM 2013-2025) aiming to strengthen the quality, equity, and unity by promoting curriculum innovation. Soon, new secondary school standard curriculum, KSSM, and revised elementary school standard curriculum, KSSR, were introduced in Malaysia in 2017. This study explores the background of the elementary and secondary school curriculum innovation in Malaysia under various documentary analysis. The outcome could serve as a reference for curriculum innovation for any countries in the future.