我國體育課多年流於「競技導向」的技巧與訓練，著重運動技能訓練，隨著九年一貫的教育改革浪潮直至目前即將實施十二年國民基本教育，學校體育教師開始著重體適能、身體活動等體育教學。儘管，舞蹈教育可帶給學生多方面的身體活動、協調性、情緒表達等等，可惜經過一連串教育改革，中、小學體育課程仍然缺乏舞蹈教育課程。因此，本研究運用批判論述分析的方法論，作為探究臺灣中小學舞蹈教育所面臨危機的可能影響因素。方法：本研究依據批判論述分析之方法論，透過文件分析法以及訪談法進行文本分析、過程分析以及脈絡分析，結果：本研究結果指出文本分析包含中小學舞蹈教育課程名稱與內容之起源、以舞蹈教育對基本能力與分段能力指標之解析；過程分析包含九年一貫課程綱要影響舞蹈教育課程的安排、師資對舞蹈教育之重要性，以及教科書一綱一本到一綱多本的開放；脈絡分析包含舞蹈教育在體育課中可轉化之功能、師資培育影響舞蹈教育進程。結論：一、舞蹈教育符合九年一貫健體領域基本理念與分段能力指標；二、九年一貫課程綱要去標準化，體育課教材開放，舞蹈教育課程、師資、教科書教材漸少；三、舞蹈教育的窘境，師資培育體系影響舞蹈教育發展。最後，本研究根據研究結果對未來舞蹈教育提出發展、執行、推動之研究建議。

For many years, physical education classes in Taiwan were "sports-oriented" and emphasized skills and training. Along with the development of the Grades 1-9 Curriculum Guidelines and the upcoming implementation of the 12-Year Basic Education policy, physical education teachers have begun to focus on fitness, physical activity, and other physical education instruction. Although dance education allows students to engage in multifaceted physical activities and increase their coordination and emotional expression, a series of educational reforms have unfortunately resulted in the absence of dance education in the physical education curriculum in primary and middle schools. Therefore, this study utilized critical discourse analysis to analyze the potential factors that influence the obstacles faced by dance education in elementary and secondary schools in Taiwan. Methods: Based on the methodology of critical discourse analysis, this study conducted textual analysis, interactive analysis, and contextual analysis through document analysis and interviews. Results: The textual analysis revealed the origins of the title and content of the dance education curriculum in primary and secondary schools, as well as the core competencies and competence indicators from the perspective of dance education. The interactive analysis demonstrated the influence of the Grades 1-9 Curriculum Guidelines on the arrangement of dance education curriculum, the importance of teachers for dance education, and the switch from the ‘one-guideline-one-version’ textbook policy to the ‘one-guideline-multiple-versions’ policy. The context analysis included the transformable function of dance education in physical education and the influence of teacher education on the course of dance education. Conclusion: 1. Dance education is consistent with the core competencies and competence indicators of the Grades 1-9 Curriculum Guidelines in Taiwan. 2. The Grades 1-9 Curriculum Guidelines should not be unstandardized, and physical education instructional materials should be opened to prevent declines in the curriculum, qualified teachers, and instructional materials for dance education. 3. The predicament faced by dance education and the existing teacher education system influence the development of dance education. Finally, in accordance with the results of this study, we proposed suggestions for the development, implementation and promotion of dance education in the future.