臺灣從1945年國民政府遷臺，在不同時期的國家課程標準可發現舞蹈在體育課程的足跡與發展。舞蹈最早附屬於國民小學「體育」科目內，2000年歸屬「藝術與人文」領域，在「體育」科目課程標準時舞蹈教材與比例有著明確的規範，隨著不同時期課程標準的修正，舞蹈教材也有所調整，從身體適能鍛鍊強健體魄，後轉以藝術為學習創作和表達其觀念與情感的教育目標。本文以文獻分析法與歷史研究法，論析從國民政府來臺初期（1945）至九年一貫課程時期（2000）階段，舞蹈從課程標準到課程綱要、低年級「唱遊」與中高年級「體育」課程標準的演變，以及體育課程標準中舞蹈的內容與要項變化。舞蹈從過去附屬唱遊、體育課程，直至今日在藝術與人文表演領域，顯露舞蹈能作為一個知識體，以身體習得知識、技能、經驗與表現，在教育過程中體驗、實踐與理解，進而傳遞、承襲與分享其結果。

Since the KMT Government moved to Taiwan in 1945, the curriculum standards for elementary schools have been revised for 7 times (in 1945, 1952, 1962, 1968, 1975, 1993 and 2000 respectively); the curriculum norms were called ＂curriculum standards＂ before 2000, which was replaced by ＂syllabus＂ after 2000. Dance could be seen in the national curriculum standards at different times. At first, it belonged to ＂Physical Education＂ (PE) of elementary schools, and then belonged to ＂Arts and Humanities＂ in 2000. When it was in ＂PE＂, there were clear standards for dance teaching materials and proportion; with the revision of the curriculum standards at different times, the dance teaching materials were also adjusted. The goal transferred from PE's goal of emphasizing physical exercises to be physically strong to the goal of art education, that is, learning for artistic creation, and expressing ideas and emotions. This paper analyzes the evolution of dance from curriculum standards to syllabus, from ＂Recreation Class＂ in the lower grades to ＂PE＂ curriculum standards in the medium and high grades, and the changes in the content and main items of dance in PE curriculum standards during the periods of the KMT Government moving to Taiwan (1945) to the time of Grade 1-9 Curriculum (2000) by employing the methods of documental analysis and historical research. From belonging to singing and playing, and PE curriculum in the past to today's field of arts and humanities, dance, as a knowledge body, can make students acquire knowledge, skills, experience, performance, practice and understand in the educational process, and then transfer, inherit and share its results.