Facing the needs arising from the coming education reform in Taiwan’s national education, this project explores various aspects of trend changes, including political, economic, social, cultural and techno-scientific ones. It studies probable impacts of trend changes on curriculum revisions. It is a project relying on integration method and with characteristics of fundamental research. Its primary goal is first to propose a list of trend changes and issues we are facing or we will be facing, and then to explore and to provide suggestions for curriculum changes according to different needs of education years. This project has employed four stages of research: (1) systematic review of literature, (2) in-depth interview of selected national elites and experts, (3) focus group meetings with invited discipline experts, (4) consultation meeting with educators and education scholars. Conclusions and suggestions were made after these four stages of research. The project concludes that when considering trend changes, “globalization”, its impacts and multi-faced phenomenon, should be the primary reference framework for future curriculum revision. And each division project has also made its own evaluation and additional suggestions. Most of the education objectives suggested by this project, such as democracy, human rights and rule of law, environment and ecology conservation, respecting diversities, multicultural equality, have led us to support some of the main values of current education system. But when taking techno-scientific trend changes, and related risks, democracy and justice issues into consideration, current curriculum is expected to make significant adaptations for this purpose. This project also suggests that planning for future national education curriculum requires macro visions that can go beyond micro or partial interests, and will adopt an approach that plans with the whole rather than only the parts. Also, the project supports many complaints against the over-loading tendencies existing in current curriculums for both the overall structure and some of specific courses. We suggest new curriculum should adopt a pro-integrating and melting method in teaching and in practice more than adding on new topics. This study also proposes support forpreparing teachers for education reform. Efforts for assisting both careered and young teachers to adjust should make prior to the implementation of curriculum reform.
