教育部以「化不可能為可能」的精神，於87年9 月30日公布「國民教育階段九年一貫課程總綱綱要」，實踐培養學生具備「帶著走的基本能力，拋掉背不動的書包與學習繁雜的知識教材」的教育改革主旨。然而，該項綱要一經公布，立刻為教育界帶來了前所未有的震撼，來自各方的質疑與反對聲音未曾間斷，甚至出現了各種抗拒的反應。本文的主旨即以九年一貫課程為例，分析抗拒課程改革的原因，並且試圖為其提出因應的對策，希望能從史實分析、學理論述，及經驗實徵等方面提供大家思考與討論的參考。全文分為五部分，壹、前言，說明本文寫作的背景及大要。貳、則舉過去美國與台灣所進行的課程改革經驗，說明其未臻成功的情形，以為殷鑑。參、就九年一貫課程改革的發展狀況，逐一分析抗拒課程改革的可能原因：一、改革幅度太大；二、未有明顯可期的效益；三、教學文化與改革的互斥性；四、配套的措施難臻完善。肆、則自提高對改革的接受程度，以及發揮智慧面對抗拒等作法，以便籌謀因應對策減少抗拒。伍、結論，指出改革沒有捷徑，惟有識別抗拒之所在，然後試著尋求減少抗拒的途徑；勇往直前做下去就是最佳策略。
The ＂1-9 New Curriculum Guideline＂ has encountered a great deal of resistance since it was promulgated in 1998. This article aims to analyze the reasons of the resistance to the curriculum reform and its coping strategies. The article is divided into five parts. First, the background of the ＂1-9 New Curriculum Guideline＂ and the resistance it has gone through are introduced. Second, the unsuccessful experience of the curriculum reform in the United States and Taiwan is described from a historical perspective. Third, the possible causes are analyzed as, 1) The span of the reform is too large; 2) The benefit of the reform is not obvious; 3) The culture of teaching is too stagnate to reform; and 4) The preparation of the reform is not well done. Fourthly, the coping strategies to the reform are proposed. Findly, the article concludes that ＂Do it＂ is the only way to face the inescapable changes.
