九年一贯课程改革三部曲：解冻→变革→复冻--兼论其对教师 - ntcuir.pdf

年復--論 73 -- Trilogy of The Nine-Year Curriculum Reform UnfreezingChange Refreezing * Chuen-Wen Liao 93 年 10 15 94 年3 15 年年年來 年六年年 連行 年 年臨行 力 年行 惡 年復路歷論 年歷來 年年歷復 說年 行省 參 立 74 Abstract The nine-year curriculum reform, which was practiced step by step, began in 2001 years. In 2004 this curriculum reform was put into practiced in Junior high school. From the vertical perspective, it was connected with elementary and junior high school. And from the horizontal dimension, the reform integrated elementary and junior high school’s program to become a nine-year curriculum. This educational reform mixed students’ academic and living experiences into the harmony. For example; students can talk to themselves, communicate with one another, and think about themselves as part of nature. In fact, at the beginning of this reform, teachers were anxious, the public was doubted, and school staff was panic. However after four years’ practicing, we do find it’s not as serious as people think. The tension between public and school faculty is released and worked together to recognize this is a good educational reform. From this research paper, I will write from the organizational change’s perspective to explore the curriculum reform process, which includes unfreezing, changing, and refreezing. Furthermore I would like to talk about teachers’ professional development and the students’ effectiveness of learning. In order to explore the processes of this curriculum reform and its influences on teachers and students, the paper dividend into four