我國推動教育改革已20年，並於2014年開始實施十二年國民基本教育。根據過去的經驗顯示，學校課程發展一向是教改的重點工作之一，而課程綱要則對學校課程發展具有關鍵性作用。有鑑於此，本文旨在從教育基本權觀點，以法解釋方法，探討一綱多本課綱法制化相關問題。首先，說明我國憲法上的教育基本權保障內涵；其次，探討課程綱要的教育基本權意涵；再次，分析一綱多本課綱的爭議及法律問題；最後，依據研究發現提出十二年國民基本教育課程綱要法制之具體建議，俾供未來研修與建構法制之參考。
We have carried out reforms in education for twenty years in Taiwan, and have launched the 12-Year Basic Education since 2014. The experiences we have had show that curriculum developments have always been one of the most important educational reforms, and that curriculum framework is the key issue to school curriculum developments. In relation to the abovementioned, this study aims to discuss the related problems about the legitimization of curriculum framework by interpretative epistemology of the Constitution from an education basic rights perspective. Firstly, it explains the content of the education basic rights protected by the Constitution. Secondly, it discusses the meaning and content of curriculum framework of education basic rights. Thirdly, it analyzes the dispute over curriculum framework. Finally, it makes some recommendations to policymakers for future amendments of current curriculum framework.
