九年一貫課程的實施意味著學校本位課程發展理念的實現，學校一時間從受命單位，成為需做關鍵決定的主動者，在變動的情境中，學校做了哪些課程決定、以怎樣的方式做決定、決定受到哪些因素影響、決定過程中遭遇到那些困難，又以哪些策略解決，這些問題的答案對研究者來說具有相當的價值。本研究首先從課程決定的歷程、層級、影響因素等角度去理解文獻中課程決定的概念，進而分別從課程四大要素的角度去探究青水中學自然領域的課程決定樣貌，並發現（1）課程內容的決定在學校層級中最受重視（2）教師忽略了單元目標的決定（3）學校層級的課程決定是一個動態的歷程（4）青水中學的課程決定方式是由校長擬定大方向、教師依據方向擬定實施步驟（5）影響課程決定的因素來自學校內、外部以及決定者本身（6）決定過程中主要的困難是教師能力不足以及傳統校園文化的充斥；具體的解決策略則包括規劃進修課程、強化教師心理、建立互動系統等三個方面。研究者以前述六項發現為基礎，提出兩個討論問題：（1）由校長主導學校層級的課程決定不符合學校本位課程發展的精神嗎？（2）課程決定者的的教育信念應內隱或外顯？最後研究者提出五點建議：（1）強化學校長期課程發展成果的檢核（2）開展課程決定者間進行課程對話的機會與深度（3）加速教師專業培育系統的更新（4）鼓勵校內、外的課程決定者建立起高效率的合作機制（5）加強教師運用能力指標的能力。

自一九八Ο年代威權體制開始解體以來，臺灣的公民教育已然進入另一個新的蛻變階段，而其所賦予的積極意義，乃在於反映並凸顯出對以往整體公民教育的價值取向、概念論述、典範遞移、課程內涵、以及課程決定等有關問題面向所作的一種審視與反思，從而標舉一個能以「公民社會」理念作為建構總體教育目標時代的正式來臨。影響所及，值此一轉變關鍵的時刻，國人如何循由對「政治民主化、經濟自由化、社會多元化、文化本土化、以及意識主體化」等五大價值取向的認知與涵養，結合民主教育、法治教育、倫理道德教育、以及生活教育等四大核心課程內涵的深化與落實，並在致力於涵蘊「公民社會」為其學科典範遞移最高指標的同時，能進一步以強調「差異的（或多元的）公民資格觀」的概念論述及推動「公民參與」的課程決定方式，藉以充實及強化公民教育的運作機制和功能，業已成為今後公民教育責無旁貸的重要發展趨勢所在。 關鍵詞：公民教育、公民社會、價值取向、課程內涵、概念論述、典範遞移、 課程決定、公民資格、科際整合、顯著課程。 / Since the authoritarian system was began to fall apart during 1980’s in R.O.C.（Taiwan）, civic education at school has gone into an another new transformation stage and bestowed a progressive meaning too, it is so necessary as to make a review and self-examination that reflect or manifest the totality of problem dimensions about value orientation, conceptual discourse, paradigm shift, curriculum content, and curriculum decision-making for the past. Thus much to construct and mark a period of “civil society” concept of the macro educational goal is coming formally. Due to the impact, especially it happened just changing time, we need how to recognize and nourish the five value orientations of “democratization to politics, freedom to economics, plural to societies, localization to culture, and subjectivity to conscious”. Combine with the four codes of curriculum content about democracy of education, law-related education, ethics and moral education, and experiential education that must be deepened and practiced for the citizens. At the same time, it also devoted to cherish the conceptual of “civil society” to be the highest characteristic of a paradigm shift of the civic education course. Moreover, it is obliged to emphasize the “differential or plural citizenship” and push the curriculum decision-making model of the “civic participation” that its operational machinery and functions could be fulfilled and competent. In summary, there is no passing buck to these important developmental tendencies of civic education in the changing future. Key Words: civic education, civil society, value orientation, curriculum content,conceptual discourse, paradigm shift, curriculum decision-making,citizenship, interdisciplinary integration, evident curriculum.