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The study is based on Eisner’s theory of null curriculum and presents the “non-experienced” and “non-learned” curriculum from the perspective of students, depicting the null curriculum in the context of Taiwanese society from junior high school students’ perspectives. In this regard, the study, interviews ninth-grade students and teachers from a junior high school in the northern region. The results show that the null curriculum from the students’ perspective arises from factors such as teachers’ instruction, exams, students’ family, and their willingness to study. These factors can be categorized into two types: “school and teacher constructed” and “students and family constructed” null curriculum. Based on the research findings, this study proposes two explanations: first, curriculum is dynamic, operational, and evolving; second, it emphasizes the critical influence of after-school curriculum, shadow education, and students’ learning time. It is noted that shadow education is a primary key factor that leads to the dynamic and dialectical characteristics of the curriculum. The conclusion reflects on the issues of teaching, teaching to the test, and curriculum implementation, focusing on students’ actual learning experiences. Through a limited student perspective, the study identifies possible reasons and explanations for the null curriculum experienced by junior high school students in Taiwan, aiming to enable school education to fulfill its inherent value.

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本研究植基於《十二年國民基本教育課程綱要總綱》（簡稱108課綱） 實施的脈絡中，訪談一所社區型高中學生，描述學校課程及升學考招制度運作下的學生觀點。研究發現，在規則化的學校運作機制下，學生的「當前作為」連結於「未來期望」，進而建構課程觀點並以行動策略因應未來升學需求。「自由」與「營養」是學生看待課程的重要價值，前者關乎有無選課的自由；後者則是能否提高在校成績並有助於未來升學。當學生意識到規範性的學校課程有利於升學時，選擇順從及主動尋找自由運用的時間來完成課程學習目標。植基於上述研究發現，本研究一則揭示108課綱實施下的學生觀點供課程改革作參考；二則透過學生課程觀回應課程論述落實到學校組織時的相關問題。 This study is rooted in the context of the 2019 Curriculum Guidelines for 12-Year Basic Education. Interviews were conducted with students in one community high school and students’ perspectives toward the curriculum context were analyzed. The results show that, students can actively construct curriculum perspectives in a regularized school life, and their current behavior is linked to future expectations. Students make use of different operating mechanisms to deeply link their time allocation to diverse entrance programs, including the Multi-Star Project, Individual Application, and the Advanced Subjects Test. The freedom of course selection and its benefits in improving grades are important values for students. They can follow the school curriculum norms and find free time to achieve learning goals. This study, based on the above research findings serves as a commentary on the implementation of the 2019 Curriculum Guidelines. It also responds to the topic of implementing curriculum discourse into school organizations using students' perspectives on the curriculum.

Copyright of Taiwan Journal of Sociology of Education is the property of Taiwan Association for the Sociology of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An editorial is presented on design, implementation, and evaluation of curriculum depending on curriculum paradigms and perspectives. Topics include providing implications for life, values, religious, and spiritual education for school children; and educators reflecting on curriculum and instruction enhancing the construction of character.

本研究以一群國小補校中高齡婦女學生為對象，運用民族誌研究法，描 述她們對學校課程的看法，並以一典型案例，理解形成此種看法的社會文化 脈絡。她們以識字為求學的主要目的，將課程分為有字的與沒字的課，前者 是能幫她們識字的課，包括國語、社會、自然、生倫與唱歌；後者則為英文 與數學，無法協助她們識字。此種課程觀是性別與階級結構交錯影響下的產 物。她們來自下層階級家庭，經濟狀況不佳，女生在重男輕女觀念的影響下 失學，直到年紀老大，子女成長、經濟穩定後，才能讀書，得以重塑自我與 開展新生活。在人生最後階段，她們得以突破結構的限制，固然突顯個體的 主體性，然而，教育在此過程中，只扮演被動與輔助的角色，值得教育人員 反思。 This research describes curriculum perspectives of a group of senior women students in a supplementary school in Taipei. With long term observation and indepth interview, the results indicate that the women students focus their learning on learning words and related activities on the one hand, and ignore the curriculum content which they cannot learn new words on the other. Based on a typical case analysis of a senior working class woman student, it is confirmed that even the woman have chance to reshape their own gender identity and construct a new style of life after studying in the supplementary school, but patriarchic and class structures indeed limit the woman’s educational opportunities for more than fifty years.

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)