課程議題近年來成為各界耳熟能詳、津津樂道的議題與現象。對於這樣的發展，固然九年一貫課程改革扮演要角，但是對於諸多的課程名詞、隱喻、政策、概念、實務或理論，學界與實務界始終缺乏一種歷史觀，無法從過去課程改革之社會脈絡、學界主張與基層心聲，和當前面臨之情境與類似現象，加以交融沉澱；衍生的明顯後果之一，就是亟於追求新穎的名詞術語、口號、組織、標籤、符號、與改革措施。本文將先探討課程史的意義，說明其性質與特色；另外，文中亦探討課程史研究的範疇類型，透過個人從事課程史研究之心得與臺灣相關研究簡介，提出從事研究題材之建議。一方面讓課程的歷史研究，得到應有的重視與地位，一方面對於層出不窮的課程改革落實與課程本質釐清，有所助益。

For the past few years, curriculum issues have been familiar for Taiwanese audience. The so-called “1-9 consistent curriculum reform” played a key role along with such phenomena. It is regretful that we can’t shed light on the historical perspective to treat those curriculum terms, concepts, metaphors, policies, practices, and theories properly, including academic and practical fields. It is a pity that we lack of interweaving the social contexts, intellectual proposals, and practitioners’ voices when curriculum reforms were implemented. One of the significant consequences for such treatment is to pursuit brand new slogans, terminologies, organizations, labels, symbols, and behaviors without any reflection. This article begins with the meaning of curriculum history, and then various forms of curriculum history researches are discussed. By ways of personal experience in dealing with related topics, by reviewing critical research literature, and by recommending appropriate study topics, this article emphasizes the importance of curriculum history research. The author tries to clarify the nature of curriculum and recurring curriculum reforms.