The main purpose of this study is to understand the status quo and problems of the implementation of Curriculum Guidelines of 12-Year Basic Education in comprehensive high school, to understand the operational mechanism and key elements of them to promote competency-driven curriculum, and finally to propose the best practical strategies. The study emphasizes on the how teachers understand Curriculum Guidelines of 12-Year Basic Education in comprehensive high school, and key elements of “curriculum leadership”, “teacher professional development”, “support systems and resources of curriculum development”, and “curriculum development and evaluation.” This study adopts document analysis, questionnaire survey, interviews, focus discussions to find out the problems of implementation of Curriculum Guidelines of 12-Year Basic Education in comprehensive high schools and propose policy responses.
