Abstract
This study does not muse over memories of the past; rather, its purpose is to understand, see, and realize the “Banqiao model’s” significance, impact, contributions, and limitations to those it affected from a new perspective. Interviews and document analysis indicate that there were four major developmental periods for the Banqiao model: gestation and infancy, stable development, expansion and weakening, and transition. The Banqiao model is an important developmental model for curriculum emerging from a unique historical context in Taiwan as a result of the efforts many people with lofty ideals. It set the stage for the gradual implementation of organization formation and experimental work on curriculum. It resulted in an important contribution to curriculum framework for primary schools, textbooks, improving teaching practices and education in Taiwan. Its main limitations include the fact that it was confined to curriculum development for primary schools, a lack of diversity and flexibility, it was limited to textbooks and relevant publications, and the lack of basic research. Course reforms are the result of an accumulation of special characteristics in education over the generations. The Banqiao model emerged from nowhere, gradually gained a foothold, expanded its influence, and disappeared. It was later reborn and retransformed in Sanxia. The trajectory of its development is becoming increasingly clear and we look forward to watch where it goes.