%0 Journal Article
%T Research on the Changes of the Social Curriculum of Basic Education in Taiwan and Its Enlightenment
%A Zhijian Hong
%A Zhongfeng Hu
%A Lin Lin
%A Sifei Li
%J Creative Education
%P 1302-1311
%@ 2151-4771
%D 2022
%I Scientific Research Publishing
%R 10.4236/ce.2022.134078
%X The Twelve-Year National Basic Education Curriculum in Taiwan is compiled and revised on the basis of the Grade 1 - 9 Curriculum and is currently the main curriculum in Taiwan. The Twelve-Year National Basic Education Curriculum¡ªSocial Curriculum is one of eight learning focuses. Its value and function are to promote culture and institutions, develop attitudes and competencies for inquiry, engagement, practice, reflection and innovation. This paper takes the social curriculum in the Twelve-Year National Basic Education Curriculum and the Grade 1 - 9Curriculum as the research object, illustrates the reasons for the revision of the social curriculum, including contradictions brought by economic development, social burdens brought by population problems, teenagers under huge pressure due to ¡°involution¡±, the political game between the Democratic Progressive Party and the Kuomintang and continuous updating of the curriculum. The main changes in the social curriculum are as follows: continuation of the basic idea, the shift from ability-oriented to literacy-oriented, adjustment of the content in history, geography, civic and social curriculum. These changes have brought following consequences. First, the integrated curriculum is conducive to cultivating students¡¯ comprehensive quality, but also hinders the friendly development of cross-strait relations to a certain extent. Second, through the analysis of Taiwan¡¯s Twelve-Year National Basic Education Curriculum¡ªSocial Curriculum, the reform of China¡¯s basic education curriculum should promote the development of twelve-year consistent education, develop students¡¯ problem awareness, cultivate interdisciplinary thinking, and form an