台灣高級中學課程改革自2004 年迄今仍未能達成共識。俄羅斯幾乎同時於 2005 年啟動課程標準修訂工作，動員多方人力，將以5 年時間完成。本文試圖 瞭解並反思俄羅斯課程改革的作法。在瞭解俄羅斯課程改革的傳統與社經背景 後，作者分別探討俄羅斯第二代課程改革的理念與實際作法。研究最後指出對 於台灣課程改革將有所助益的俄羅斯課程改革之特點。首先，在組織上，尋求 跨部會協調的機制，並以授權方式交由俄羅斯教育科學院統籌；建立教育專業 機構分工與合作的模式，整合數個教育專業單位，各有其職責。其次，在作法 上，則是從理念的擬訂到實際作為，將各項實際工作逐步推展。是以，俄羅斯 第二代課程標準改革，首先完成理念的確定；然後，進行周延的研究。同時， 透過與不同個人與團體真誠的溝通與討論調整課程標準。根據上述的研究結果 與討論，設計完整的配套。最後，在俄羅斯各地區進行確實的課程標準的實驗。 完成以上各項工作，一個好的第二代俄羅斯課程標準版本即可期待。

In Taiwan the Ministry of Education has initiated reforms of upper-secondary education curriculum since 2004 but it has been difficult to reach a consensus till now. Interestingly, almost at the same time reforms of educational standards of general education have been initiated in Russia. The final version of the new Russian educational standards will be worked out in 2010. This article aims to understand and reflect on the experiences of Russian curriculum reform. After understanding the tradition of Russian curriculum reforms and the socio-economic backdrop of the second generation curriculum reform, the author explored both the ideas and the practical measures of the Russian curriculum reform. Lastly, the author pointed out some features of Russian curriculum reform that will benefit Taiwanese educational reform. Conclusions are as follows. First of all, a stable mechanism must be set up in order to coordinate diverse ministries and departments and to command several professional institutions to conduct different research according to a schedule. In Russia, the Russian Academy of Education has been authorized to take the responsibility to coordinate. Secondly, from ideas to concrete steps, reform should be completed in according to a prearranged sequence. To achieve this, a conceptual framework of the second generation of educational standard has to be first formulated. Related research should be conducted carefully. Thirdly, through sincere communication and discussion with different persons and groups the standards should be adjusted. Based on the above-mentioned research and further discussion, necessary related measures were determined. Finally, experiments of new standards were carried out in Russia. After the results are obtained, a revised version containing the second generation of educational standards can be expected.