本文旨在評論「目標模式」課程設計理論優缺與實際應用限制，特別是「目標模式」是一種最常見的「課程設計模式」，例如泰勒的課程設計模式便是「目標模式」的典型代表，本文論述「目標模式」的課程設計，以英國「國定課程」的課程改革為實例，論述目標模式在課程設計上的應用，闡述英國中央政府如何透過國家教育目標進行「國定課程」，流露出「目標模式」的課程設計精神。本文一方面評論「目標模式」特色優點與缺失限制；另一方面更進一步指出「目標模式」的另類設計，指出「歷程模式」課程設計之教育歷程的程序原理，更以課程學者史點豪思主持「人文課程方案」規劃的「歷程模式」課程設計為例，評論其課程設計模式的理論。

The author in the article introduced two kinds of curriculum design model, i.e. objectives model and process model. Objectives model of curriculum design was the most popular curriculum design model established by Ralph. W. Tyler, and the National Curriculum in England represented a case of objectives model of curriculum design. The author in this article argued the strength and weakness of objectives model of curriculum design, and furthermore the author introduced the process model of curriculum design. The Humanities Curriculum Project directed by Lawrence Stenhouse in the University of East Anglia represented a paradigm of the process model of curriculum design, which was influenced by the educational philosophy of Richard Peter.