本文採用文件分析、訪談法，結合關鍵字文字雲，分析臺灣潛在課程1976年至今之論著。首先，提出萌芽期、奠基期、蓬勃期及低原期四個時期之研究特徵。其次，對臺灣潛在課程研究進行回應性的反思。研究結果發現：關鍵者引介與後續接力研究，造就潛在課程研究風貌；教育階段之潛在課程研究不均，幼教及中學較弱；研究逐漸多元，但科技運用之研究明顯缺乏；研究方法朝個案研究傾斜，但方法論探究與嘗試不足；從控制性語言走向詮釋性、批判性與可能性語言的轉向；珍貴處是研究帶出的自覺與批判意識。最後，從理論、方法論及議題面向，提出未來研究建議。

This study analyzed the development of hidden curriculum research and proposed some prospects for future research. Through using methods of document analysis and interviews, combined with keyword words cloud, and analyzing papers of hidden curriculum in Taiwan from 1976 to 2019, four periods have been concluded: germination, foundation, vigorous, and low-plateau periods on hidden curriculum research. More results have been also found: (1) the introduction and follow-up relay studies of key persons have created the appearance of hidden curriculum research; (2) the hidden curriculum research in the education phase was uneven, while the kindergarten and secondary schools were weak; (3) the research was gradually diversified, but its use of technology was clearly lacking; (4) though research methods used were towards case studies, insufficient methodological exploration and experimentation were discussed; (5) the language used was transformed from controlled language to interpretive, critical, and probabilistic style; (6) something merit was the consciousness and critical consciousness brought out by some research. Finally, from the perspective of theories, methodologies, and issues, a few suggestions are offered for future research.