ABSTRACT
This chapter examines the theories adopted during the reform of the national basic education curriculum after the termination of the martial law period in Taiwan, analyses their trends and problems and proposes suggestions regarding future developments. In the 1990s, the major development of curriculum and teaching theory was criticism of ideology. Based on the theory of curriculum integration, different subjects from the elementary and junior high education are narrowed down to seven major learning areas: language arts, social studies, mathematics, science and technology, arts and humanities, health and physical education and general activities. On the relation between curriculum guidelines revision and social change, the original curriculum and teaching theory for social adjustment was shifted to the idea of social reform. Teachers are expected to innovate their teaching through professional development and to use different teaching strategies, such as effective teaching, differentiated instruction, cooperative learning, learning community and remedial tutorials.
