本研究旨在以多元文化教育觀點，從課程、教材、教師三個面向，採文獻分析法、問卷調查法（對象為任課教師）、訪談法（訪談教材研發小組成員及參與課程標準編訂者）分析「認識臺灣--社會篇」課程，期以質量並用、理論與實際兼重的方式獲致結論，以為本課程之參考。 本研究所獲致之結論臚陳如下： 一、「認識臺灣--社會篇」課程設計：課程定位之一為多元文化教育課程，但其建構基礎僅為多人意見結晶。 二、教材編選之分析：雖然，本教材反映社會真實面貌並兼顧社會差異性與共通性，然而，其多元文化內容呈現的比例略有偏頗且呈現的方式無法展現多元觀點。 三、教師多元文化教育態度：整體而言，多數教師對多元文化教育持積極態度並支持多元文化教育的實施。 四、教師對「認識臺灣--社會篇」課程實施之意見：大部份教師都肯定設置本課程的意義，並認為本課程的設立可以拓展學生視野。然而，卻對教材的適當性與公平性則持保留態度 ，同時也認為教材內容過於瑣碎。

　　　　　The main purpose of this thesis is to investigate the curriculum of junior high school-“Taiwan Society” from the view points of multicultural education. The second purpose is to explore the practice of the curriculum by questionnaire. The curriculum will be explored from three aspects: design of the “Taiwan society” curriculum, its teaching material and teachers' attitude and opinion. The methods are adopted here are literature-analyzing, questionnaire and interview. The subjects of questionnaire are selected from the teachers who teach “Taiwan Society” in junior high schools. The objects of interview are the members of writing this textbook. The results of this study are presented as followed: 1.“Taiwan Society” is a curriculum of multicultural education, but its theory is merely based on the view points and opinion of scholars. The design of the curriculum is like James A. Banks' “the additive approach”. 2.The contents of this textbook emphasize both diversity and commonness of the society. Though the teaching material reflects the truth of the society, its contents can not display the spirits of multicultural education. In addition, the proportion of multicultural contents in the textbook is not apposite. 3.Teachers' attitude toward multicultural education is positive. Most of teachers support the execution of multicultural education. At the same time, they think that it is important to foster teachers with the quality of multiculture. Additionally, they don't think the practice of multicultural education will be in the way of national unity. 4.Many teachers confirm the project of this curriculum. They think it can help students understanding the difference of each other and extending students' field of vision, but we should pay attention to the fairness of the teaching material. Almost the whole of teachers feel that their capacities are so insufficient that they have to accept the training of multicultural education. In the other hand, many teachers think that the time of teaching this lesson is not enough. Finally, the applications of the results to instruction are recommended. In addition, regardless of the existent/potential defects, this thesis may provide helpful implications and suggestions to further studies in the field.