2019．第47卷第2期（Vol. 47 No. 2）．pp. 41–59
From Curriculum Integration to Cross-disciplinary Curriculum: Twenty Years of Reform Discourse and Problems in Taiwan
周淑卿、王郁雯（Shu-Ching CHOU & Yu-Wen WANG）
Curriculum integration had been advocated since the “Grades 1–9 Curriculum Guideline” was implemented in 2000 for weakening the boundary of school subjects. Because of the policy, curriculum integration became the prominent discourse, and many researchers and educators made great efforts on it. However, some researchers criticized that curriculum integration reform was pseudo-integration. Some school teachers also considered that the goal of curriculum integration was unrealistic. The idea and practice of “curriculum integration” had become declined until the new curriculum reform emphasized cross-disciplinary learning in 2014. Although “cross-disciplinary curriculum” and “integrated curriculum” are literally different, they have the same meaning in the sense of emphasizing learning beyond disciplinary boundary. Cross-disciplinary curriculum in the curriculum reform of the “12-year Basic Education” especially emphasizes inquiry and deep learning. Therefore, the practical difficulties in the dimensions of administrative structure and teacher culture still exist. This article discusses the curriculum integration discourses and the problems of curriculum implementation in the curriculum reform of the past twenty years, and proposes implications for the cross-disciplinary curriculum implementation in the new Curriculum Guideline of Taiwan.
Keywords: curriculum integration; cross-disciplinary curriculum; curriculum reform; curriculum implementation