本研究旨在以歷史詮釋法、理念類型法、和理論分析法，經由對再製論、
抗拒論、建構論和轉化社會結構取向課程學說之研析，建構出較理想的轉
化社會結構課程理論。為了完成上述主要目的，本研究擬訂下列五項子目
的：一、探討學校教育與社會結構間關係的理論及其發展。二、分析學校
教育再製社會結構的原因與過程。三、說明以課程轉化社會結構的可能與
動能。四、評析轉化社會結構的課程學說。五、建構出較完整的轉化社會
結構課程理論。本研究所獲得的結論為：一、課程乃是社會結構再製或轉
化的關鍵。二、以課程經驗來轉化社會結構是可能的。三、以課程經驗來
轉化社會結構的根本動能，在於發展人類批判思考而實踐的行動能力。四
、轉化社會結構的課程，應以「課程即實踐」的課程理論為基礎。五、本
研究建構的轉化社會結構課程理論架構為：(一)、課程的性質：視課程為
再情境化的過程與經驗。(二)、課程目的應以發展人類行動能力為核心：
具體內涵包括啟迪學習者的歷史意識與批判意識，發展其批判思考與理性
溝通的能力與態度，激發其成熟思考後負責的社會實踐行動。(三)、課程
內容：注重學習者的文化經驗，反映多元文化的精神，選入具對比、變遷
、和衝突概念之題材，並以社會生活為中心取材。(四)、課程形式：課程
決定公開化、民主化；組織方式統整化。(五)、教師角色：行動研究者、
課程設計者、問題質疑者、教育社區成員、和轉化社會結構的知識分子
。(六)、教學方法：以實踐取向的批判思考教學為核心教學法，師生關係
民主化，評量過程化、個別化。依上述結論，本研究對我國課程理論研究
和課程實務工作建議如下：一、加強社會批判取向的課程研究。二、提升
我國課程改革所應具備的前瞻精神與理想精神。三、課程決策更公開化、
更民主化。四、課程目的首重發展學習者批判思考而實踐的行動能力。五
、以多元文化的精神貫穿於整個課程內容當中。六、課程內容生活化，課
程組織統整化。七、重視對比、衝突、變遷概念在課程上的正面價值。八
、加強培育教師批判思考與行動研究的能力。九、倡導實踐取向的批判思
考教學。十、增進教育選擇的多元化，並擴充高等教育機會。
In this study,historical hermeneutic,idea-typed construct and
theoretical analysis were empolyed to investigate the theories
of reproducation, the theories of resistance, the theory of
structuration and some curriculumists' approaches which aimed
to construct a more rationally theoretical fram- ing of
curriculum for the transformation of social structure. This
study concluded the following:A.Curriculum plays a critical
role in either reproducing or transforming social structure B.
It is possible for curriculum to transform so- cial structure.C.
To empower people by curriculum is the foundation for education
to transform social structure.D. The theoretical approach
"curriculum as praxis" should be viewed as a central approach
for constructing a theoretical curriculum framing to transform
social structure.E.A more rationally theoretical framing of
curriculum for transform- ing social structure should be:a.
Curriculum is viewed as a recontextualized social process and
experience.b.Curriculum should aim to empower the people. That
is to enhance the his -torical sensibility and critical
consciousness of them, to develop their wills and abilities of
critical thinking and rational communication, and to encourage
their social action (praxis) resulting from deliberate thinking
.c.The multicul- tural contents of different groups should be
organized, the theses of relativism, change and conflict should
be included when curriculum materials are selected. And the
real events in society should be chosen as the primary
materials of cu- rriculum.d.The decision process of curriculum
should be de- mocratic and the organization of curriculum
should be inte- grated.e.The roles of a teacher should be as an
action re- searcher,a curriculum disigner, a questioner of
arguments,a member of the scholar's community and an
intellectual for transforming social structure.f.The pedagogy
should be based on the teaching of critical thinking for praxis.