本文藉由梳理和比較2003公布、2008及2011年修正公布之《國民中小學九年一貫課程綱要‧國語文綱要》，發現該綱要雖以2008年的修正幅度較大，但整體言之，均屬微幅調整；10餘年來的主要內容，均藉培養學生正確理解和靈活應用國語文的能力、廣泛閱讀的興趣、以及利用工具書與結合資訊網路等習慣，使其在日常生活中，能有效的進行聽、說、讀、寫、作等活動，從而表情達意、分享經驗、欣賞創作。經檢核該綱要與〈總綱〉主要內容的對應性、自身各主要內容之間的相關性、以及發布施行後的推廣實踐性等表現，發現均有不足之處。面對《十二年國民基本教育課程綱要‧國語文綱要》公布在即，謹依據前述發現，提供定位、慎始、溝通及推動等相關建議。

This study summarizes the Grade 1-9 Curriculum Guidelines-Mandarin Curriculum Revisions in 2003, 2008 and 2011. All of these are minor revisions; only the 2008 revision is of a slightly greater scale. Revisions in the last decade have emphasized building students’ ability on correctly understanding and flexibly applying Mandarin, their interest in comprehensive reading, and their habit of using reference books and the Internet so that they may be able to listen, speak, read, and write efficiently to express their thoughts, share their experience, and appreciate literary works of art. However, after these revisions, there still are some deficiencies regarding the inconsistencies among the curriculum itself, its General Guidelines and its practical applications. Based on the above findings, this study tries to offer some advice before the announcement of Grade 1-12 Basic Education Curriculum Guidelines-Mandarin Curriculum so that the new Grade 1-12 Basic Education Curriculum Guidelines- Mandarin Curriculum may be set more carefully, become simpler, more instructive, informative and demonstrative, reach consensus among all stakeholders especially the teacher, and create an environment facilitating the use of all resources. Therewith the new guidelines may hopefully avoid repeating the same old mistakes and the inconsistencies.