台灣自1994年以來，教育改革運動風起雲湧，至今餘波盪漾，舉凡多元入學、九年一貫課程、師資培育多元化、廣設高中大學、高中職社區化、校園民主化、教育本土化（含鄉土語言教學）等教育革新大工程，均含括在內。十年來，雖獲得了若千成效，卻也製造了更多的問題，雖未正式宣布失敗，但確實尚未成功，亟待重整。而「教改與教育脫了節」、「教改程序有問題」應是問題的重要關鍵。本文首先探討台灣教改運動的緣起與脈絡，分析有關迷思與問題癥結所在，然後以九年一貫課程和多元入學方案兩項眾所矚目的教改方案為例，進行深度剖析和檢討，最後提出綜合性的看法，期待重建教育新秩序，結合教改、教育與教研，形成緊密的三連環，環環相扣，以達到優質教育的理想。畢竟，健康的教改，要有勇氣，更要有智慧——專業智慧。

Since 1994, Taiwan has been experiencing plenty of changes in education under the claim for educational reform. Such as multiple entrance system, "Grades 1"-9" Integrative Curriculum", pluralistic channels of teacher education, high school and col-lege/university expansion, community-based high school system, campus democratiza-tion, and educational localization are among the hottest issues. While there are some products resulted, it certainly ends up in some problems and chaos. For example, it is criticized that the reform movement departs from the essence of education and the procedures of educational reform are not in the right track.

In this article, the origin and development of educational reform in Taiwan are first illustrated, followed by an analysis of its major problems and coping strategies. Two of the hottest issues, the "Grades 1"-9" Integrative Curriculum" and the multiple school entrance system are discussed in depth. It is hoped that a new and healthy educational policy and practice could be rebuilt by combining educational reform, educational essence, and educational research, aiming at quality education. After all, educational reform needs not only courage, but professional wisdom.

教育改革、多元入學、九年一貫課程、專業智慧

educational reform, multiple school entrance system, "Grades 1st - 9th Integrative Curriculum", teacher education, professional wisdom