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This study aims to assist teachers in systematically analyzing and understanding the 2022 revised practical arts (Technology · Home Economics) curriculum. Focusing on elementary schools, the study analyzed the home life area in the revised curriculum, using Posner's curriculum analysis theory. The study yielded several key findings. Firstly, the revised curriculum effectively incorporates ecological transition education, democratic citizenship education, and digital/AI literacy education to address social changes and contemporary demands. In addition, it adopts a concept-based theoretical perspective for curriculum development. Secondly, teaching and learning methods in the curriculum adopt both convergent and divergent structures. Its organizational principles are concept-related, reflecting a conceptual organizational pattern. Thirdly, in terms of curriculum implementation, a cooperative model is adopted. Assessment emphasizes an integrated approach that values the process rather than a measurement-centered approach that focused=s on outcomes. Fourthly, regarding criticism, while the curriculum’s strength lies in its balanced consideration of four key factors—learner, teacher, subject, and social and institutional environment or context—(Schwab’s four common factors), implementation may pose challenges for teachers such as curriculum restructuring burden and difficulties for learners lacking self-directed learning habits. Therefore, to help teachers maximize the advantages and minimize the disadvantages of the revised curriculum, it is essential to develop and distribute various practical art classes and assessment cases that align with the design stages of a concept-based curriculum.
A Mon, study studied this question.