The purposes of this study aim to explore the historical development of curriculum guidelines of upper secondary education in Taiwan, including issues of the theoretical foundations, learning hours per week for various subjects, the proportionate rate of required and elective subjects, curriculum differentiationat, and the process of curriculum development at the upper secondary education.?
At the first stage of the study, historical and documentary analysis was used to collect official documents and reviewed relevant research to be the theoretical basis; at the second stage, we invited principals and teachers of senior high schools to join the focus group where we collect further comments on our preliminary reseacg results; finally, questionnaires were administered to 300 practiotioners of 59 senior high schools under multi-level random sampling method.?
Based upon the literature review, data from focus group and survey, the conclusions of the study are as following:?
1.The new version of the curriculum guideline of upper secondary education stipulates that at least 8 credits for non-academic subjects for students will ensure the balance of the purposes between academic and of well-rounded education.?
2.The existing rate of required and elective subjects is appropriate, but the subjects were over-burdened.?
3.The purpose of the differentiation for upper secondary curriculum is to implement the system of free selection of electives and to accommodate individual differences for mixed-ability students.?
4.The subjects of upper secondary curriculum can be integrated and to reduce the amount of learning content.?
5.The curriculum articulation between upper secondary with higher education and upper secondary with grade 1-9r education should be closely connected to promote the effective instruction and quality learning.?
The challenges of upper secondary curriculum will respond to the increasing trends of globalization as well as the individual needs and differences among students.?
