本研究以Doll的後現代課程觀為對象，分別探究其理論體系的歷史背景及思想淵源，發展過程及實質內涵，並且評析其後現代課程觀的立論基礎、研究進路，以及可能存在的缺憾，最後則是探討其對我國課程理論研究及實踐的啟示。
研究指出，Doll的後現代課程觀可說是任教及學術生涯發展過程中不斷反思下的成果，而且深受1970、1980年代課程再概念化運動及後現代思潮的影響。就其理論發展過程及實質內涵而言，主要有兩條議題主軸：其一為課程歷史批判，其二為後現代課程架構。Doll對於課程史方面的見解，主要受到Hamilton及Kliebard的影響，其立論基礎，則主要源自Dewey、Whitehead、Piaget、Bruner等人的思想。
Doll的課程歷史研究以批判宗教改革時期學者Peter Ramus倡導的方法化運動，科學革命及啟蒙運動諸學者所構築的哲學論述及世界意像，以及美國科學化課程運動的相關論點為主。就Doll的後現代課程架構而言，主要由三種課程論述所構成，依其押頭韻的偏好，分別將其取名為４Ｒ、５Ｃ、３Ｓ。
若加綜合解析則可瞭解，Doll後現代課程觀的立論基礎在於經驗的知識論；複雜的、關係的宇宙論；過程的神學觀；不可逆的時間觀等；同時認為理論應從實踐中發展而來，理論之應用應考慮情境的個殊性。其次，Doll的後現代課程觀亦可說是試圖在現代課程典範之外，另行建構一新的後現代課程典範，因此其首先解構現代主義的課程圖象，並融通前述思想家的思想以建構出新的課程圖像以代之。至於課程史研究，Doll採取的則是批判、解釋的研究進路。

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