在全球化和知識經濟的背景下，南韓於2009年修訂中小學課程綱要，並於2013年開始實施，以提升中小學的優質教育品質。本文主要探討南韓小學、國中和高中課程改革的背景、教育願景和目標、課程架構與內容，歸納其特色並評析其存在的問題。本文採用文獻與文件分析法，研究發現南韓《2009年修訂課程》，在中小學課程改革上，有以下三項特色：一、在課程架構方面，採用年級群、學科群的概念，以增進課程實施的彈性，並減少學科數；二、在課程內容方面，增設創意體驗活動，培養懂得關懷和分享的創意人才；三、在課程決定權方面，國家權力下放學校自主經營課程，並以績效評量維持課程品質。然而上述課程改革也面臨教育系統中的師資培訓、教材、教法、學生評量、大學入學考試等困境。最後本文提出南韓課程改革經驗，對臺灣建構十二年一貫課程的啟示。

Due to globalization and its knowledge-based economy, South Korea revised its national curriculum in 2009 and implemented that reform in 2013 to promote the quality of elementary and secondary education. This paper aims to analyze the context of this reform, its educational vision and goals, curriculum structure and content as well as the characteristics and existing problems of elementary, middle and high schools in South Korea. This study adopted literature review and documentary analysis. Three characteristics of ”the 2009 Revised Curriculum” are listed as follows: (1) The curriculum structure adopts subject clusters in order to decrease the number of subjects, and adopts grade clusters to allow flexibility of implementation. (2) The curriculum content adds creative experiential learning activities to cultivate individuals to be creative, considerate and willing to share with others. (3) Nation-wide decentralization empowers schools to develop their own school-based curricula and implement evaluations to improve curriculum quality. However, the curriculum reform also encounters some difficulties in the areas of teacher training, subject materials, teaching methods, student assessment and university entrance examinations in South Korea. Finally some reflections are proposed for constructing grades 1-12 curriculum in Taiwan.