自2019年實施108課綱以來強調自發、互動、共好，挑戰以往的教學模式，然而在實施以來卻也產生許多爭議。本研究主要是由政策分析的角度切入，試著運用「政策論證」的理論架構來分析我國十二年國民教育所產生的議題，最後以此研究提供教育部及有興趣人士參考。本研究論文的理論基礎以 William Dunn的政策論證為核心，並以次級資料分析法進行探討後提出觀點。研究結果經由文獻的整理，得到結論如下：
一、要透過與利害關係人不斷的溝通與協調，找到108課綱所要達成合理或共識的結論，並在政策
論證後去達成論證目的與價值所在的主張。
二、教育部與地方政府與各級學校要持續的強化合作，積極引導每一位學生去強化核心素養，以成就
每個孩子為目標。
三、在兒童與青少年的發展觀點上要去正視兒童的個別差異和重視團體學習的氣氛，要透過自主學習
的機會激發與內化兒童的學習興趣與動機，隨著成長才能養成孩子自願學習與參與，透過自主
學習力的培養，達成思考力及未來解決問題的能力。
The application of the 108 curriculum of Taiwan has concentrated on building an innovative teaching prototype with three concepts of taking the initiative, engaging the public, and seeking the common good since 2019. Despite the thoroughness of its design, the 108 curriculum is still a controversial topic in education. Thus, this study will apply policy argument justification to judge the standards and rules of 108 curriculum of education by analyzing existing policies. The study is open to the public, the Minister of Education in Taiwan especially. The thesis is a viewpoint based on Public Policy Analysis by Dr. William Dunn from University of Pittsburgh, investigating by secondary data analysis. Base on works cited, the study concludes with three points. (a) To reach a reasonable consensus, it is necessary to go through the settlements with stakeholders to achieve the purposes and value of policy arguments. (b) The government should strengthen the cooperation between different levels of executive power aiming to educate children with critical thinking. (c) From the perspective of youth development, equity and study environment should be valued
more by initiating the motivation of study with self-teaching techniques. Juvenile voluntary learning is developed during the growth process, and it is also an indispensable part to build critical thinking skill.
