台灣教改，賦予老師創造新課程的任務跟責任。學校本位的課程取向，使教師和學校面臨了新的挑戰，同時也給予老師們專業成長和發展的機會。結合老師、學校和社區共同進行課程發展，被認為可以設計出符合學生興趣的課程。 為了因應教師所負起的課程設計責任，本文介紹另種架構的課程觀點，支持與引導教師在課程發展中的新角色。三種課程觀點在文中予以討論。這三種課程觀點，分別在正式的學校教育中，有長短不一的歷史。每一個觀點依據它的思考方式，所含的假說跟價值、老師跟學生的角色、課程設計的方式，以及它的結果跟運用分別討論。每一個觀點都提供相關的例子與以參考，並且舉出這些觀點運用在課程設計中的例子。 理解這三種課程觀點，課程設計者將明白本身的信念如何影響課程設計及選擇。文末提出三點討論：首先，這三種觀點可以運用在發展新課程及評鑑已有的課程；其中一種觀點，可以在適當時候，與另外兩種觀點共同使用。其次，這三種課程觀點可以用於教師在職訓練及師資培育上，幫助教師們選擇及設計課程。接著，對於目前台灣教改的需求，現階段應是考慮接受新觀點的好時機。

Educational reform over the past decade in Taiwan has created new curricular tasks and responsibilities for teachers. The decentralization of curriculum to a school-based development approach has created both new challenges for teachers and schools as well as new opportunities for teachers to grow and develop as professionals and for schools and communities to work together in the formation of curriculum that is deemed appropriate for students. Teacher education, likewise, has new responsibilities, since teachers previously have not needed to be prepared for the kinds of curricular responsibilities they now have. In the past, teacher education could focus on providing teachers with knowledge and skills that were relevant to the school curriculum that was in place. Now, teacher education is needed that helps teachers develop their capacities for developing curriculum. This article addresses the needs of teachers for guidance and support in their widened curricular responsibilities and the needs of teacher education to provide these in preparing teachers for their new roles. Three perspectives of curriculum are discussed. These perspectives have histories of varying lengths in formal schooling and one or more of them are reflected in all countries with formal schooling systems. The perspectives represent values and assumptions underlying curriculum and ways of thinking about curriculum. Each perspective is discussed in terms of the ways of thinking and assumptions and values it reflects, roles of teachers and learners, ways of designing curriculum, and its consequences and implications. Examples of curriculum and curriculum design reflecting each perspective are described. An understanding of the curriculum perspectives helps educators and those working with them to create curriculum to consider their own curricular perspectives, values, and priorities. Examining one’s own values and beliefs enables one to be clear about purposes for curriculum that is being developed and ways of designing it that are consistent with those purposes. The likely result from such processes is coherent curriculum that addresses consciously chosen purposes and goals. The article focuses on use of the three perspectives by teachers and school curriculum committees in developing new curriculum and in evaluating already developed curriculum and curricular materials. It is suggested that one of the perspectives provides an overarching frame within which the other two can be used when appropriate. The perspectives’ usefulness in teacher education for helping current and prospective teachers fulfill their new roles as curriculum decision makers and designers is discussed. Conditions that facilitate and hinder adoption of new perspectives and practices are discussed in relation to this time of curriculum change in Taiwan. It is suggested that along with the challenges that the changes have brought, this is also a time of opportunity to consider new perspectives and possibilities