本文旨在說明語言課程名稱變遷背後所承載的意識型態，首先說明2003～2008年語文（國語文）課綱微調的源由與內容。按著透過九年國教實施後國語名稱的歷史沿革發展趨勢分析國語文課程名稱的異動，以瞭解潛藏於這些課程名稱、組織機構的預設及價值體系。最後希冀以語言課程名稱做為公共論述的議題以助於縮小「實然」與「應然」的鴻溝，並發揮適應與重建社會的功能。

This essay will explore the ideology behind the 'terms' used when discussing national language/Mandarin/Chinese curriculum guidelines in Taiwan. Firstly, I will explain the short story of the adjustment made to the curriculum guidelines in 2003 and 2008 (or years 92 and 97 when using the ROC calendar) and the changes between them. Secondly, by reviewing the 'terms' applied to identify national language/Mandarin/Chinese in the development of the 9-year alignment curriculum, 1 will discover/unveil the presumptions and the ideology undemeath these 'terms'. Lastly, I wish the decision makers, when it comes to the making or changing of educational policy, would adhere to the principle of academic autonomy and consider the education system as the priority instead of following the pendulum of the attentions of the political parties.