一、中文部份
中央日報（民86年5月9日）。國中課本部分內容，免考免教：教部為減輕學子負擔，將部分課本內容列為參考用，暑假統一公布，聯考不考，老師可不教。中央日報，第16版。
中央日報（民86年5月23日）。國中小課本加註※，聯考不考，高中職、五專一體適用，精簡版教科書下學期分發。中央日報，第16版。
中國時報（民89年6月2日）。高中推甄，八成師生不滿意。中國時報，地方新聞。中時電子報，[WWW page] URL http://cc.chinatimes.com.tw。
中國時報（民89年6月6日）。開辦多元入學，揮不去升學壓力。中國時報，地方新聞。中時電子報，[WWW page] URL http://cc.chinatimes.com. tw。
方兆本（民88）。走出混沌。新竹：凡異。
王文科（民83）。課程與教學。台北：五南。
王紅宇（1995）。新的知識觀與課程觀。台海兩岸，冬季號，159-164頁。
王彥文（民82）。渾沌魔鏡。台北：牛頓。
王美芬、周錦鐘（民88）。談「九年一貫課程總綱綱要」與自然科課程教材的編寫。載於中華民國教材研究發展學會主編，九年一貫課程研討會論文集（上）：邁向課程新紀元（頁157-166）。台北縣新店市：中華民國教材研究發展學會。
史維玲（民84）。組織隱喻之研究。國立政治大學公共行政研究所碩士論文，未出版。
白子育（民89）。多元入學的符咒。中國時報，89年6月2日論壇。中時電子報，[WWW page] URL http://cc.chinatimes.com.tw。
江芳銘（民89）。多元入學本意你看清楚了嗎？中國時報，89年6月1日論壇。中時電子報，[WWW page] URL http://cc.chinatimes.com.tw。
朱建民、李瑞全譯，F. Copleston著（民82）。西洋哲學史第五卷－－近代哲學（霍布斯到休謨）。台北：黎明。
行政院教育改革審議委員會（民84）：行政院教育改革審議委員會第二期諮議報告書。台北：行政院。
行政院教育改革審議委員會（民85）。教育改革總諮議報告書。台北：行政院。
牟中原、梁仲賢（民80譯）。理性之夢：這個世界屬於會做夢的人。台北：天下文化。
但昭偉、邱世明（民87）。今日教育改革的基本性質－－典範的轉移。教育資料集刊，第23卷，頁1-12。
呂若瑜（民83）。我國國民小學社會科課程發展之研究。國立臺灣師範大學教育研究所碩士論文，未出版。
李 平譯，T. Armstrong著（1997）：經營多元智慧：開展以學生為中心的教學。台北：遠流。
李 軍（1999）。關于跨世紀素質教育課程改革的思考。教學與管理，第十期，頁5-6，12。
李 靜、宋大軍、張大松（民83）。科學思維的推理藝術。台北：淑馨。
何法信（民89）。道爾頓與近代科學原子論。化學通報，第七期。[WWW page] URL http://www.dfmg.com.tw/dasp/mr-site/化學通報/a7070150.htm
沈小峰（1993）。混沌初開：自組織理論的哲學探索。北京：北京師範大學出版社。
沈勤譽、林傑斌（民86）。遽變未來。新店：書華。
吳美瑤（民88）。Niklas Luhmann社會系統理論及其在教育分析上的意義。國立臺灣師範大學教育研究所碩士論文，未出版。
吳康寧（民87）。教育社會學。高雄：復文。
林 和譯（1995）。混沌：不測風雲的背後（第二版）。台北：天下文化。
林 方、王景和譯（1987）。近代心理學歷史導引。北京：商務印書館。
林玉体譯，J. Dewey著（民85）。民主與教育。台北：師大書苑。
林玉華（民69）。科學管理先驅者管理理論之研究。法商學報，第十五期，頁35-51。
林明華（民81）。禪與生命混沌原理。板橋：點石。
林夏水（1999）。分形的哲學漫步。北京：首都師範大學。
周成功（民84）。序:尼采的狂放世界。載於齊若蘭譯，M. M. Waldrop原著，複雜：走在秩序與混沌邊緣，頁I-V。台北：天下文化。
周佩儀（民86）。後現代課程理論。載於歐用生主編，新世紀的教育發展，頁129-148。台北：師大書苑。
周德海（1999）。論愛因斯坦的實在概念。自然辯証法研究，第十五卷十二期，頁15-19。
邱秀華（民87）。國語中「時間就是空間」的隱喻。國立中正大學語言學研究所碩士論文，未出版。
邱連煌（民87a）。激發兒童的智能：多元智能理論在教學上的應用。資優教育教師專業知能研討會──多元智能與成功智能的理論與實務發表論文。台北：台灣師範大學。
邱錦榮（民82）。混沌理論與文學研究。中外文學，第二十一卷十二期，頁51-66。柯華葳、幸曼玲、林秀地（民85）。小學日常教學活動之生態研究。台北市 : 行政院教育改革審議委員會
段德智、尹大貽、金常政譯，P. A. Angeles著（民88）。哲學辭典。台北：貓頭鷹。
孫邦正（民43）。怎樣運用設計教學法。台北：復興。
郝柏林（民80）。世界是必然還是偶然的？－－混沌現象的啟示。科技文化，第三期，頁85-96。高宣揚（民87）。當代社會理論（下）。台北：五南。
袁維新（1997）。思維系統的自組織：一種認知結構建構觀。教育評論，第3期，頁33-34。
教育部（民87）。國民教育階段九年一貫課程總綱綱要。台北市：教育部。
許德田（民90）。國小教師數學專業成長團體之運作探討。國立台北師範學院數理教育研究所碩士論文，未出版。
陳 剛（1997）。機械決定論的困惑－－18世紀啟蒙思想家的「必然」觀。學海，第四期，頁47-52。
陳美玉（民85）：專業自主教師的角色意涵。教師天地，第81期，63-69頁。
陳美玉（民88）。教師專業學習與發展。台北：師大書苑。
陳奎德（民83）。懷特海。台北：東大。
陳怡璇（民89）。多元入學方案真的好嗎？中國時報，89年5月31日論壇。中時電子報，[WWW page] URL http://cc.chinatimes.com.tw。
郭玉霞（民85）：教師在課程實施中所扮演的角色。國民教育研究所集刊，第4期，53-59頁。郭進隆譯，Senge著（1998）。第五項修練－－學習型組織的藝術與實務。台北：天下文化。
常紹舜（1998）。系統科學與管理。北京：中國政法大學。
國立編譯館主編（民88）。國民小學國語課本第八冊（四下）。台北：國立編譯館。
國立編譯館主編（民90）。國民小學國語課本第十二冊（六下）。台北：國立編譯館。
游淑燕（民81）。教師在行政決定模式中的潛在角色形象。載於嘉義師院學報，第六期，頁445-468。
彭明輝（民88）。社會領域的課程規劃與內容。載於中華民國教材研究發展學會主編，九年一貫課程研討會論文集（上）：邁向課程新紀元（頁196-223）。台北縣新店市：中華民國教材研究發展學會。
張春興（1992）。現代心理學：現代人研究自身問題的科學。台北：東華。張啟陽譯，N. Spielberg & B. D. Anderson著（民87）。宇宙觀革：震撼科學界的物理學七大觀念。台北：寰宇。
張建樹（1997）。分形理論對科學思維的影響。西北大學學報（哲學社會科學版），第27卷3期，頁87-92。
傅佩榮譯，F. Copleston著（民84）。西洋哲學史第一卷：希臘與羅馬。台北：黎明。
傅偉勳（民78）。西洋哲學史。台北：三民。
曾國屏（1996）。自組織的自然觀。北京：北京大學出版社。
曾慶宏、沈小峰（1987譯）。從混沌的到有序。上海：上海譯文出版社。
甯自強（2001 visited）。透過課程發展人員間的形成共識增大兒童的學習機會。[WWW page] URL http://content.edu.tw/primary/math/jm_jh/math /s3high/s316.htm (visited 2001/4/22)
單文經等人譯， J. G. Henderson & R. C. Hawthorne著（民89）。革新的課程領導。台北：學富文化。
馮朝霖（民83）。自我創化與教育－－自我組織理論之教育學義涵初探。教育與心理研究，第17期，頁263-282。馮朝霖（民85）。「後現代的多元主義：中型（或局部）的理論建構」評論。載於中華民國比較教育學會、國立暨南國際大學比較教育研究所、國立台灣師範大學教育學系主編，教育改革－－從傳統到後現代，頁547-549。台北：師大書苑。
馮朝霖（民89）。高等教育困境．學程整合與課程規劃。發表於傳播學術與傳播教育研討會，國立政治大學傳播學院。
馮朝霖（2000）。教育哲學專論－－主體、情性與創化。台北：元照。
張文軍（民87）。後現代教育。台北：生智。
黃乃熒（1999）。隱喻的意義及其在學校行政問題解決的應用。教育研究集刊，第42輯，頁171-202。黃永和（民85a）。認知科學的哲學批判。高市鐸聲，第7卷1期，頁37-39。
黃永和（民85b）：國小實習教師數學學科教學知識之個案研究。國立新竹師範學院初等教育研究所碩士論文，未出版。
黃永和（民86）：教學表徵－－教師的教學法寶。國教世紀，第178期，頁17-24。
黃永和（民87a）。遷移理論及其影響因素之探討。人文及社會學科教學通訊，第九卷二期，頁165-178。
黃永和（民87b）：「課程實施」的三種觀點及其對課程改革之啟示。教師之友，第39卷1期，頁14-21。
黃永和（民88a）：課程統整的理論與方式之探討。新竹師院學報，第十二期，頁231-260。黃永和（民88b）：「情境學習：合法周邊參與」一書中的要意與啟示。國教之聲，第32卷3期，47-53頁。
黃永和、莊淑琴（民89）：多元智慧學習中心的課堂環境之規劃與經營。載於台北縣新店市北新國民小學主編，北新國小教師研究專輯（1-24頁）。台北：台北縣新店市北新國小。
黃光雄，楊龍立（民89）。課程設計：理念與實作。台北：師大書苑。
黃明堅譯，A. Toffler著（民70）。第三波。台北：經濟日報。
黃炳煌譯，R. W. Tyler原著（1981）。課程與教學的基本原理。台北：桂冠。
黃炳煌（民71）。課程理論之基礎。台北：文景。
黃炳煌（1996）。教育改革：理念、策略與措施。台北：心理。黃炳煌（民88）。談課程統整：以九年一貫社會科課程為例。載於中華民國教材研究發展學會主編，九年一貫課程研討會論文集（下）：邁向課程新紀元（頁252-257）。台北縣新店市：中華民國教材研究發展學會。
黃政傑（民80）。課程設計。台北：東華。
黃富順（2000）。新世紀的學習革命。成人教育，第54期，頁28-34。
黃國彥（民58）。懷德海教育思想之研究。國立政治大學教育研究所碩士論文，嘉新水泥公司文化基金會出版。
黃嘉雄（民88）。課程。載於陳奎熹主編，現代教育學，頁179-205。台北：師大書苑。
葉浩生（1999）。思維方式的轉變與心理學的整合。南京師大學報（社會科學版），第一期，頁78-82。
臺灣省國民學校教師研習會（2001 visited）。教科用書審查辦法。[WWW page] URL http://www.iest.edu.tw/intro/evalua.htm (visited 2001/4/22)
劉孝賢（1997）。混沌理論的起源與動力系統研究。山東工業大學學報，第27卷1期，頁40-44。
劉 魁（1998）。後現代科學觀。台北：揚智。
管 琥譯（民86）。衝擊：改變世界的物理概念。台北：正中。
葛 力（1991）。十八世紀法國哲學。北京：社會科學文獻。
歐用生（民80）。課程發展的基本原理。高雄：復文。
歐用生（民81）。課程與教學－－概念、理論與實際。台北：景文。
歐用生（民85）。教師專業成長。台北：師大書苑。
歐用生（民86）。當前課程改革的檢討。載於歐用生主編，新世紀的教育發展，頁3-23。台北：師大書苑。歐用生（民88）。九年一貫課程之「潛在課程」評析。載於中華民國教材研究發展學會主編，九年一貫課程研討會論文集（上）：邁向課程新紀元（頁19-33）。台北縣新店市：中華民國教材研究發展學會。蔡伸章譯，J. Rifkin著（民74）。能趨疲：新世界觀－－21世紀人類文明的新曙光。台北：志文。
蔡伸章譯，A. Toffler著（1994）。未來的衝擊。台北：時報文化。
蔡秀枝譯，Paulson原著（民82）。文學、複雜性、學科交流。中外文學，第21卷12期，頁6-23。蔡清田（民81）。泰勒課程理論之發展。國立台灣師範大學教育研究所碩士論文，未出版。鄭世仁（民89）。教育社會學導論。台北：五南。
盧兆麟編譯，C+F Communications編著（民77）。新科學革命。台北：創意文化。
盧政春（民81）。當代社會學系統理論大師－－尼可拉斯．魯曼。載於葉啟政主編，當代社會思想巨擘（232-269）。台北：正中。
顏澤賢（1993）。現代系統理論。台北：遠流。
鍾啟泉（民80）。現代課程論。台北：五南。
鍾維光（1991）。混沌學與當代社會哲學：傳統社會哲學面臨的一次新挑戰。當代，第六十六期，頁82-89。
魏宏森（民82）。系統論。台北：博遠。
魏宏森、曾國屏（1995）。系統論－－系統科學哲學。北京：清華大學。
魏義霞（1997）。牛頓力學與中國近代哲學中的自然科學情結。學術交流，第二期，頁76-80。
魏鳳文、王士平、申先甲（1997）。當代物理學進展。江西：江西教育出版社。
饒見維（民86）。教育專業化和教育革新的困境與突破之道。論文發表於中華民國師範教育學會八十六年度年會暨教學專業與師資培育學術研討會，中華民國師範教育學會。
蘇永明（民86）：都是教科書惹的禍。國教世紀，178期，8-12頁。
蘇采禾譯，J. Horgan原著（民86）。科學之終結。台北：時報文化。
顧忠華（1998）。引介盧曼－－一位二十一世紀的社會學理論家。載於魯貴顯譯，G. Kneer & A. Nassehi原著，盧曼社會系統理論導引（3-7頁）。台北：巨流。
顧瑞榮、陳標、許靜譯，G. Dryden & J. Vos著（1998）。學習的革命－－通向21世紀的個人護照。上海：三聯。
二、英文部份
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