面對21世紀的來臨及世界各國教育改革脈動，政府為提升整體國民教育素質及國家競爭力，致力教育改革。國民中小學九年一貫課程政策自1999年試辦，至2001年正式全面執行迄今10年有餘，其實施與成效爭議不斷，批評多於認同。研究者自2002年以來擔任教育實習指導教授，巡迴臺灣北、中、南、東地區的中小學數十所，就地觀察與訪視九年一貫課程政策執行的情形，蒐集學校相關人員執行課程政策的經驗與意見。本文以九年一貫課程政策執行的動態模式進行評析，回顧此課程政策方案之執行，並進一步分析執行此課程政策時組織與組織間、基層官員、標的團體、壓力團體之相互調適行為與互動學習過程，指出此課程政策執行之盲點與提出修改之建議，俾有助於此課程政策目標之達成。 Facing the arrival of 21 century and worldwide countries' reformation pulsation on education, our government has been making every possible effort to reform education in order to promote quality of compulsory education and national competitive ability. It has been more than ten years since the Policy of Grade 1-9 Program was put to trial in 1999 and was formally implemented in 2001. Endless dispute arose on its practice and effects while criticism is more than acceptation. Researcher has been acting as guidance professor of practical teaching training since 2002 and circuited dozens of elementary and secondary schools round Taiwan and observed the policy implementation of Grade 1-9 Program on the spot and collected lessons and comments from the policy executioner. This article is to comment and analyze the policy implementation of Grade 1-9 Program in dynamics model, review the execution of the schemes of this policy, and go a step further to analyze the process of mutual adjustment and interactive learning between organizations, basic officials, target groups, pressure groups; point out blind spot of the implementation of this policy; bring up suggestions for modification; so as to minister to reaching the goal of this policy.
