The Grade 1-9 Curriculum Policy: A Policy Process Analysis

• Main Authors: Lin Ching-Sung, 林慶松
• Other Authors: 李俊毅
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/55658528997277885594

碩士 === 國立中正大學 === 戰略暨國際事務研究所 === 100 === Education is one of the issues that have the broadest and longest impacts on Taiwan. After the Martial Law was lifted, Taiwan society has undergone a rapid change towards greater plurality, openness, and competition. This has made the curriculum system as well as the textbooks to lag far behind the dramtic change in both international and domestic environment. It is with the porpose to meet the trend of the times, social demands, and the psychological development of the pupils that the Grade 1-9 Curriculum policy was brought about by various social forces. This study analyzes the curriculum policy from a policy process perspective that consists of problem structuring, policy implementation, and policy evaluation. Taiwan's Grade 1-9 Curriculum policy came into force in 2001, with its full implementation commencing in 2004. The curriculum, which is the most important part of the policy, was based on the 1996 “Consultants’ Concluding Report on Education Reform” by the Education Reform Association. The main reforms include: Curriculum Guidelines taking place of the former curriculum standards, the “seven learning areas” replacing individual subjects, more flexibility and autonomy given to local schools and teachers, reducing the number of class hours in each grade, integrating six issues with the key learning areas, and an emphasis on enabling students to have ten basic capabilities. On the basis of Taiwan’s national education policy, the Grade 1-9 Curriculum policy is one that aimed to respond to social changes at home and abroad, combine with the reform policy proposed by the Education Reform Review Commission under the Executive Yuan as well as the Ministry of Education, and emphasize the consistency of the education reform and curriculum innovation. Overall, the purposes and direction of the Grade 1-9 Curriculum policy are correct. Yet, due to a series of problems such as the lack of systemic thinking, short time span of implimenting, and insufficient supporting measures, the policy process encountered huge difficulties and several complex and unexpected problems. Despite of these, it is suggested that for our future generations as well as the country's competitiveness, continuing the reform provides the country with opportunities for future development.