九年一貫課程的實施，是我國教育改革史上之重大事件。九年一貫課程實施過程及其內容蘊藏豐富的課程政治學與倫理學意義，深刻反映出文化政治經濟等社會條件之影響，尤其在主要內涵七大學習領域之外所設立的七大議題：資訊教育、環境教育、性別平等教育、人權教育、生涯發展教育、家政教育與海洋教育，更充分反映出作為各種社會團體權力角逐的論域特徵，而各種不同社會團體的形成、凝聚、現身也反映出當前政治、文化、歷史意義。因此本文以九年一貫課程之七大議題為分析主題，探討七大議題背後隱含的正當性意義，以作為持續課程改革、發展課程評鑑之參照。 本研究探討步驟如下： 一、本文首先進行七大議題之知識內涵分析，知識內涵包括主要內容、基本理念、課程目標與能力指標內涵，探討蘊含其中之核心概念意義，分析七大議題知識內涵獨特性與價值性，以說明課程正當性。 二、其次，本文分析七大議題的知識社會學的正當性基礎。說明七大議題的課程正當性背後隱含的課程政治學意義，從後現代觀點檢視上述探討結果，才能更深刻地發覺其政治與倫理學意義，作為教育工作者之思維反省與實踐參照。 透過前述討論，本文發現九年一貫課程重大議題之形成過程包含多重因素，例如幫助學生學習特定知識之理想價值，但也難以避免非知識因素之考量，本文並不否認九年一貫課程為我國教育改革所帶來的積極意義，但是，非知識因素之考量可能削弱其理想性。最後，本文期許教育研究與現場工作者秉持身為知識份子之理想，持續為維繫課程改革正當性而努力。

Grade 1-9 Curricula (G1-9C), as a milestone in the curriculum reform history in Taiwan, imply rich significance from the perspectives of politics of curriculum and ethics. This paper takes the important issues as the foci of analysis. The important issues include information education, environment education, gender equality education, human rights education, career development education, home economics education and marine education. There might have been many various reasons for and against the inclusion of these issues into the national curriculum. What interests the author is the legitimacy grounding the inclusion of the important issues into the formal curriculum: whether the reasons supporting the important issues as parts of the G1-9 CG are appropriate or convincing or not. The criteria of legitimacy here are defined as including the uniqueness of knowledge and worthwhileness of value implied in these issues. This paper will show that the issues do not satisfy these two criteria. The result reveals that the political consideration plays a crucial role in the process of legitimation of curriculum-making. This paper finally concludes with the anticipation that all educational researchers and practitioners take on responsibility of intellectuals, striving for justice during the on-going process of curricular reform.