過去這十多年來，臺灣在政治、經濟、社會以及文化各方面，均遭遇到前所未有之重大變化。為因應這些急劇的改變並滿足整體社會需求，社會大眾群起投注心力改革教育，促使科學教育全面進行檢討與革新。 　　尤有進者，一項由「國際教育進步評鑑會」主辦之最新報告指出，臺灣學生對於所教過之數理科常用的歷程表現良好，卻拙於將所學知識應用在日常生活中，導致目前社會上有許多壓力，要求教育必須培養公民能妥善運用科學知識的能力。 　　職是之故，我國中小學自然科課程乃依據下列因素，重新加以規劃設計： （一）我國科學教育之政策；（二）當前社會狀況與文化背景；（三）科學哲學之最新見解，亦即自然科學的本質與概念系統；（四）當代心理學與科學社會學的理論；以及（五）學生個人的能力、興趣和需求。 　　本文旨在設法從社會學、心理學與哲學的觀點，提出研究者個人對臺灣自然科學課程改革之省思並予以綜合歸納。唯探討課程改革，牽涉因素十分繁複，必須運用一個聯貫且整全之課程理論實施課程評鑑，方有助於撰寫論文，並進一步溝通相關知識。Phenix首倡之哲學理論，經Yager與Hofstein考量科學事業各種特徵，戮力改進衍化，已成科學課程理論之嶄新見解；本文即據之評量臺灣此次新課程的改革。

　　　　　Over the past ten years, Taiwan has experienced tremendous changes in different aspects of political, social and cultural dimensions. To cope with the rapid changes and demands of the whole society, a general thrust of public attentive for educational innovation has come to the foreground which gives added dimensions to the environment in which science teachers presently operate. What is more, a recent survey by the IAEP(International Assessment of Educational Progress) reported that the school pupils in Taiwan were good at the routine processes of natural sciences and mathematics which they had been taught, but weak in applying their knowledge to real life situations. There has been more and more current social pressures to make better use of the knowledge of the sciences. A new curriculum for school science has therefore been planned and designed on considerations of the following factors: (a) our national policies in science education; (b) our social situations and cultural traditions; (c) the conceptual systems and the nature of natural science (the philosophy of science); (d) the current theories in psychology and the sociology of science; and (e) the individual abilities, interests and demands of students. The main purpose of this present paper is trying to summarize my personal reflections upon the curricular reform of school science in Taiwan after critical re-examinations from societal, psychological and philosophical arguments. Since explorations of curricular reform raises matters of great complexity and, to assist in the formalization and communication of the relevant knowledge, a unified and holistic theory is necessary for the evaluation of ideas, conceptions and theories relevant to curricular reform. The new views of curriculum in science advanced by Yager and Hofstein, originally conceived by Phenix, which considers many dimensions that characterizes the enterprise of science, will be used to evaluate this curricular reform in Taiwan.