作為教育與課程評鑑研究領域的主要奠基者之一，泰勒（Tyler）的評鑑觀常成為學界批評的對象，而且批評往往有諸多貶抑，使得學界對泰勒的評鑑觀往往產生保守、傳統的刻板印象。其實，有些學者對泰勒的若干貶抑批評，是有所誤解，或過度簡化，或者以他早期的著作固著化地論斷而未充分了解他後期著作在觀點上的補充和修正。 本文先探討這些貶抑性批評，其次分析說明泰勒在不同時期所發表的著作，包括「課程與教學基本原則」（Basic Principles of Curriculum and Instruction, 1949）、「課程發展的有效取向」（Specific Approaches to Curriculum Development, 1975）、「方案評鑑的理念」（A Rationale for Program Evaluation, 1983）和方案評鑑總論（General Statement on Program Evaluation, 1991），以釐清他的課程評鑑觀，尤其是他在不同時期的課程評鑑觀之調整與修正。

　　　　　As one of key founders in the field of education and curriculum evaluation, Ralph W. Tyler has been criticized by most of the writers in evaluation. Some criticisms pointed out that his rationale had some theoretical faults. Moreover, those negative criticisms may bring us the imagination that Tyler rationale is traditional, conservative, and out of date. Actually, some of the criticisms were due to the misunderstood, simplified of his rationale, or stereotyped of his early publications rather than full reconsideration of his extension and revision of ideas in his later writings. This article, firstly, closely discuss those negative criticisms on Tyler’s rationale. Then, I chronologically inquire and explain his rationale on curriculum or program evaluation in his writings, including: Basic Principles of Curriculum and Instruction in 1949, Specific Approaches to Curriculum Development in 1975, A Rationale for Program Evaluation in 1983, and General Statement on Program Evaluation in 1991. This aims to clarify his rationale on curriculum evaluation, particularly clarifying his extension and revision of rationale in different dates.