教育部於2014年11月函頒「十二年國民基本教育課程綱要總綱」，並於2017年4月宣布暫緩，並自108學年度逐年級實施。課綱暫緩至正式上路期間，教育部國民及學前教育署制定《教育部國民及學前教育署推動十二年國民基本教育課程綱要（總綱）國民中小學教育階段配套計畫》，以此輔導地方教育主管機關與學校完成十二年國民基本教育課程準備工作。改革論理的需要下，本研究希望藉由論述分析之方法論，透過文件分析法分析國教署相關之政策計畫與宣導等政策文本，並輔以訪談法，勾勒總綱配套發展的論述架構與論述實踐歷程。
本研究主要有以下四點發現：
一、總綱配套計畫透過「組織法規」、「課程教學」、「宣導增能」及「資源設備」四大向度建立論述架構的組成。
二、總綱配套計畫透過中央、政府及學校的實踐層級關係引導政策論述在「組織法規」、「課程教學」、「宣導增能」及「資源設備」四大向度的執行。
三、總綱配套計畫的政策論述經由檢核機制，確認總綱配套政策的實踐與落實情形。
四、總綱配套計畫自場域對話中修正論述不足處，回應域利害關係人的提問
五、總綱配套計畫論述的實踐在「組織法規」、「課程教學」、「宣導增能」及「資源設備」四大向度有其落實於地方政府及學校實務現場的困境，仍牽動總綱配套政策不容易之落實。

The General Guidelines of Curriculum Guidelines of 12- Year Basic Education was enacted by Ministry of Education in November 2014, but MOE announced the suspend implementation of it in April 2017 and proclaimed that it would be implemented grade by grade since September 2019. During te period form suspension to hitting the road, K-12 Education Administration made regulations and policy measures in the Plan for Promotion the General Guidelines of Curriculum Guidelines of 12- Year Basic Education at the Compulsory Education Stage. The Plan aims to give local education authorities and schools gdance in complete preparations for implementation of the12-year Basic Education curriculum and instruction in the future. In view of arguments need to be provided for education reform, this research expects to examine the development of discursive formation and discursive practice on the Plan through the perspective of discursive analysis with the interview method, then gives suggestions on development of policy measures for curriculum reform.
The major research results and conclusion are as follows:
1.The Plan for measures on the General Guidelines of Curriculum Guidelines of 12-year Basic is to established the combination of discourse frameworks built by the four dimensions-"organization and regulation”, “curriculum and instruction”, :”dissemination and empowerment” and “resource and equipment”.
2. The policy measures on the General Guidelines of Curriculum Guidelines of 12-year Basic are also practiced in the four dimension-"organization and regulation”, “curriculum and instruction”, ”dissemination and empowerment” and “resource and equipment” through the central, local governments and schools' practical hierarchical relationship and guidance system.
3.The practice of the policy discourse for the Plan and policy measures on the General Guidelines of Curriculum Guidelines of 12-year Basic has been verified through a review mechanism
4. The Plan and policy measures on the General Guidelines of Curriculum Guidelines of 12-year Basic is amended by the conversation in the practical field, then is revised to responded to the questions from the stakeholders in the field.
5. The practice of the policy discourse for the Plan and policy measures on the General Guidelines of Curriculum Guidelines of 12-year Basic through the four dimensions as mentioned above is still affected by the difficulties of practice in the local government and school. Then the influence affected the fulfill of the Plan and the policy measures.

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