陳伯璋2014-10-272014-10-271984-06-??http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/25617「結構 ─ 功能論」承繼「實證主義」的傳統，強調以自然科學的典範，來建立社會科學普遍、通則性的知識體系。這派學者對「潛在課程」的研究，雖尚未發展成一定型理論，然從社會科學的哲學基礎，不難看出其研究的特性和限制。故本文先從「本體論」、「認識論」、「價值論」和「方法論」分析其理論架構的特性，然後就其特性加以批判。Until the 1970's “hidden curriculum” is not characterized as “the third force” in the field of curriculum studies. There are three distinct subgroups ─ ─ “Structural ─Functionalist , Phenomenological─Hermeneutics” and “Social Critical Theory” in this camp. Although Structural─Functionalism, shared with the positivist paradigm, are still dominant and got under control among these subgroups. The other two are offered different paradigms to open a new horizon and challenge the first.The purpose of this study is to analyze and criticize the theoretical frameworks of Structural─Functionalist approach. The works of the representatives of this group（such as R. Dreeben, P. Jackson, B.Synder an B. Bloom） are represented in terms of ontology, epistemology, axiology and methodology. Then some implications for the development of curriculum studies are interpreted.