近年來，臺灣與澳門都不約而同地進行了課程改革，本研究將從兩地的發起脈絡、涉及的組織、利害關係人以及知識如何被重整等方面進行比較，並以文件分析法作為研究方法，期能使兩地的課程產生相互借鑑的作用。研究結果顯示，臺灣與澳門課程改革在發起脈絡上差異較大，而涉及的組織和利害關係人比較接近，至於知識的重整上則各有特點。本研究建議納入不同利害關係人以及公開透明的程序來進行課程改革，課程設計上注重多元和均衡，而課程時間的安排則可以有更大的彈性。

In recent years, both Taiwan and Macau have started to enforce curriculum reforms. This study sets out to compare the two curriculum reforms from the perspectives of their origins, organizations, stakeholders, as well as how knowledge is reconstructed in these two contexts. The document analysis method is adopted as the main research method. The research results show that the curriculum reforms in Taiwan and Macao differ greatly in terms of its origin, while they share some similarities in the organizations and stakeholders involved. As for the reconstruction of knowledge, Taiwan and Macao has its own characteristics. This study further provides implications that different stakeholders should be taken into consideration in the process of curriculum reform and opening and transparent procedures for conducting the reform are also needed. In addition, curriculum design is supposed to emphasize diversity and balance, while the scheduling of class hour can bear more flexibility.