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The Analysis and Reflection of
Nine-Year-Go-Through Curriculum: Its
Paradigm and Practice
Sophia Ming Lee Wen
Abstract
The author tries to clarify the nature and its issues of the Nine-Year-go-through Curriculum implemented in Taiwan through the analysis of paradigms. First, the author divides this curriculum system into four kinds of paradigms. They are analytic-empirical, constructivist-hermeneutic, criticalemancipatory, and reconstructive-dialectic paradigms. In the essence of these paradigms, this article claims that the Nine-Year-go-through Curriculum involves into these four paradigms revealing
from the nature of this curriculum. Second, according to the research results of ethnography, this
article confirms that teachers must have grasp the nature and key concepts of this curriculum clearly and confidently so that a successful curriculum reform might be achieved. Finally, critical thinking teaching and learning has been justified indispensably for maintaining educational aims to
enlighten student's intrinsic mind and to avoid education from indoctrination. In a word, critical
thinking and caring abilities and dispositions are invaluable to teachers and students and education
professionals in teaching and learning effectively and pursuing for excellence, in terms of good life.
Keywords:Nine-Year-Go-Through Curriculum, educational paradigm, misconception
Sophia Ming Lee Wen, Professor, Department of Education, National Taiwan Normal University
E-mail:[email protected]
Manuscript received:December 15, 2005 ; Modified: March 1, 2006 ; Accepted: April 13, 2006
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