本研究主要針對William Pinar早期提出的“currere”自傳式課程探究進行分析和評論，因此我首先對於“currere”自傳式課程探究的意涵、理論基礎、方法論及發展脈絡進行探究；其次則分析應用研究實例；再者辯證
“currere”自傳式課程探究的相關評述，並闡述其在本土應用的可能性。具體之研究目的有三項：一、探析William Pinar “currere”自傳式課程探究的方法論及其發展。二、分析William Pinar “currere”自傳式課程探究的應用研究實例。三、探討William Pinar “currere”自傳式課程探究的評述及其在國內應用的可能性。
為達成上述研究目的，本研究採取「理論性探究」的取徑來進行，並透過
email與國外學者聯繫與對話，以取得最新資訊。本研究歸納五項研究結論：一、”currere”自傳式課程探究是依據Pinar早期課程理論化所發展出來的研究方法。二、”currere”自傳式課程探究以現象學、存在主義及精神分析三者為理論基礎。三、”currere”自傳式課程探究具有系統性的方法論。四、”currere”自傳式課程探究於應用時可進行適度轉化。五、”currere”自傳式課程探究在應用上需關注倫理議題。六、”currere”自傳式課程探究在本土目前應用的可能性包括「課程經驗反思」、「師資培育」、「教師實踐知識」、「課程意識」及「課程領導」等五個主題，但並不侷限於此。
“currere”自傳式課程探究是強調主體經驗反思的自我探究，其亦為一種跨學科領域的探究方法。依據研究結論，我對於台灣的學校課程、師資培育課程，以及未來研究等三方面提出建議。

The aim of this study is to analyze and critique the autobiographical method of “currere,” which is the core of Pinar’s early work. I probe the meaning, theoretical foundations, methodology, and context of the development of Pinar’s method. Secondly, I analyze research examples utilizing this same method. Finally, I review relevant scholarly criticisms of Pinar’s method, articulating the possibilities for applying this method in Taiwan.
To achieve the purposes above, I take “theoretical inquiry” as my research approach and acquire research and scholarly opinions from various prominent scholars in the field of curriculum research abroad through email communication. I make the following conclusions: First, the method of “currere” is based on the curriculum theorizing of Pinar’s early work. Second, the theoretical foundations of this method are phenomenology, existentialism, and psychoanalysis. Third, the method of “currere” is a systematic methodology. Fourth, the application of this method needs to be adapted to individual needs in a suitable way if it is going to be properly utilized and applied. Fifth, the application of this method should take ethical issues into consideration. Sixth, the possible applications of this method in Taiwan include but are not restricted to the following five themes/domains: reflection on one’s own curriculum experience, teacher education, the teacher’s personal practical knowledge, curriculum consciousness and curriculum leadership.
I conclude that Pinar’s method of “currere” is a kind of self-study emphasizing subjective reflection of one’ s own experience as well as an interdisciplinary inquiry research method. In accordance with my findings, I offer some suggestions for improving school curriculum, curriculum for teacher education, and future study in Taiwan.

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