One. Research Purpose This research mainly focuses on the learning field and subject structures in Grade 1-9 primary/ secondary education. The study duration starts from Jul, 2010 to Jun, 2011. Purpose of this study mainly emphasis on two issues: 1. To explore pertinent issues, learning field/ structure of subjects in primary/ secondary education. 2. To propose a blueprint to the learning field/ structure of subjects in primary and secondary education. Two. Research Methods This research mainly adopted data analysis and investigation methods for research. Three. Results and Suggestions Based on research results, it is found that information collected from literature, focus group and questionnaire given by counseling group and teachers, 9 points of opinions have achieved the common-ground. These suggestions can be taken as reference for future’s fixation of curriculum outline. Opinions are listed as follow: 1. Category can be classified as “Field”. It is no need to be classified as “Subject”. 2. The number of crucial issues should not be added without limitation. Existed issues should be considered to be promoted to the level of “field”, or to combine with the closest field in order to cope against the dilemma of unpractical issues. 3. “Science and Live Technology Field” should be divided respectively into “Science” and “Live Technology”. The latter should be combined with “information education”. 4. Integrated teaching should be practiced in “Science and Live Technology Field” during the phase of primary school. And the teaching of this field is suggested to be divided into subjects as Biology, Physics, Chemistry and Geosciences in junior high education. 5. Integrated teaching should be practiced in “Sociology Field” during the phases of primary school. And the teaching of this field should be divided into subjects as Geography, History and Morality. 6. Teaching of “Art and Humanity Field” should be taught based on varied subjects since the 3rd grade. However, opinions diverged regarding to the classification of subjects. Suggestions are proposed as follows: subjects divided based on visual, hearing and motion; based on music, art and art of performance; or to abolish art of performance but keep music and art; or to reconstruct art of performance into music and art. 7. “Health and Physical Education Field” should be taught in diverse subject since the 3rd or 4th grade. 8. “Integrated Field” should dissolve with issues of Career Development, Household and Gender Equivalence in addition to Group Activities, Scout and Consultation. 9. “Integrated Field” should be taught respectively in subjects of Household, Scout and Consultation. Other related opinions should be served as the reference of future’s strategy and curriculum design for field/ subject of primary/ secondary school education. Four. Results Property and Application Suggestion Result of this research is mainly served as the reference for Ministry of Education in fixing the following round of primary/ secondary school curriculum principles. This research possesses empirical value, and helps establishing the long-termed elementary mechanism. Five. Suggestions for Present or Future Educational Policy Suggestions proposed by this research to present or future educational policy can be seen as follows: 1. The ideal of curriculum integration from Grade 1-9 curriculum outline surely proven difficult to be fulfilled in past decade’s implementation. It is suggested to Ministry of Education to take the difficulties and opinions reflected from academic field and front-line teaching as reference when promoting curriculum policy. Implementation of curriculum should retrace to parallel focus on proficiency and practice, instead of emphasizing on the implementation of “integrated teaching”. Based on varied elements of different fields to allow the practice of diverse teaching methods in order to achieve more outstanding teaching performance. 2. Settlement of “Crucial Issues” is an innovative creation to G-9 curriculum; however the result of implementation seems unable to be perfect and frequent new issues to pertinent field seem install burden on teachers. Therefore, teachers have concepts toward this issue, which include: not to add new issues, and to establish information education as the field of technology learning. It is suggested to Ministry of Education to pay attention to this research result not to add new issue for present phase. In the future, information education can be individually established as the field of technology learning, and to combine other relevant field with curriculum outline. Learning field should be resettled as the main issue of curriculum design.
