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Director of the Center for Teacher Education

Yang, Chih-Ying  


Ph.D in Education, National Taiwan Normal University

M.A. National Tainan University

Current Position:

Director, Center of Teacher Education, NPTU (2017. 8~  )

Dean, College of Education, NPTU (2017. 8~  )

Professor, Department of Education, NPTU (2014. 8~  )

Research Interests:

History of Curriculum Reform

Current Position:

Professor, National Pingtung University, Department of Education

Editorial Board, Journal of Textbook Research

Editorial Board, Journal of Teacher Education and Professional Development

Deputy secretary general of Teacher Education Association (Taiwan)

Research Summary:

Yang, Chih-Ying researches in the areas of curriculum theory, curriculum history, social studies education and teacher education. His works mainly include the theory of curriculum history, history of the social studies, American curriculum history. He has published three sole-authored books, and over 30 journal articles.


Yang, Chih-Ying worked for ten years in elementary schools as a teacher. He has taught courses in curriculum theory, curriculum development and design, and social studies education. He served as the director of the Center of Teacher Education. He has served in numerous roles for professional associations and learned societies. Currently he is the dean of College of Education, Pingtung University, Taiwan



1.Yang, C.-Y. (2010). A study of the historical changes of the teacher education curriculum since 1994: Taking for department of teacher education as an example. Journal of Educational Research and Development, 6(1), 39-64.

2.Yang, C.-Y. (2011) Alternative approaches for the historical research of curriculum field in Taiwan. Journal of Educational Research and Development, 7(2),1-25.

3.Yang, C.-Y. (2011). The educational reform for the disadvantaged and teachers' professional identities: The narratives of remote area teachers. Journal of National Pingtung University of Education, 36,499-522.

4.Yang, C.-Y. (2012). A study on character education and curriculum reform in a multiple-teacher education system. Curriculum & Instruction Quarterly,15(2), 71-85. 

5.Yang, C.-Y. (2013). A case study of clinical teaching promoted by universities with teacher education programs collaborating with elementary schools. Journal of Educational Research and Development, 9(1), 39-64.

6.Yang, C.-Y. (2014). Social efficiency reinterpreted in U.S. curriculum history. Journal of Education Research, 238, 35-48.

7.Yang, C.-Y. (2016). Multiple understanding of the appropriate curriculum: Drawing on the history of American curriculum. Journal of Modern Basic Education Research, 24, 37-43.

8.Yang, C.-Y. (2016). The study of teacher curriculum reform from the perspective of null curriculum. Journal of Curriculum Studies, 11(2), 1-17.

9.Yang, C.-Y.  (2016).A Study on the implications of the Report of the Committee of Ten in high school curriculum reform history. Curriculum & Instruction Quarterly,19(4), 93-112.

10.Yang, C.-Y. (2017). Changing and unchanging of the school curriculum development in period of the post grade 1-9 curriculum: The perspective of cultural history. Journal of Curriculum Studies,12(2), 21-36.

11.Yang, C.-Y. (2018). The historical reflection on Parker School curriculum innovation in American and the implication of experimental school curriculum. Journal of Education Studies, 52(1), 1-16.


1.Yang, C.-Y. (2015). Curriculum history research. Taipei, Taiwan: Xue-Fu.

2.Yang, C.-Y. (2014). Curriculum history:The history and case study. Kaohsiung, Taiwan: Liwen.

3.Yang, C.-Y. (2015). The perspectives and approaches of curriculum history: Taking Kliebard and Goodson as examples. Kaohsiung, Taiwan: Liwen.

Chapters of Books                                          

1.Yang, C.-Y.(2012). The evolution and thread of Taiwan's centennial textbooks: Policy and system. In National Academy for Educational Research(Ed.), Textbook review and prospects(pp. 63-94).Taipei, Taiwan: High Education.

2. Yang, C.-Y.  (2015). Exploring the history of teaching reform during the development of the Banqiao model social curriculum. In S, -J. Chang(Ed.), Teaching reform of high school and elementary school(pp. 21-38). Taipei, Taiwan: WuNan.

3.Yang, C.-Y. (2017). Historical approach methodology of textbooks Research. In O. Shi(Ed.), Textbooks comment (pp. 277-286). Beijing: Capital Normal University Press.

4.Yang, C.-Y. (2017). School curriculum development under the name of "experiment": Review and prospect.  In Association for Curriculum and Instruction (Ed.), The Retrospect and Prospect on the Curriculum Reform in 2016 (pp.61-75). Taipei, Taiwan: WuNan.

5.Yang, C.-Y. (2018). Taiwan Provincial Tainan Normal School. In Y. -W. Chao(Ed.), Development of teacher education in Taiwan elementary schools (normal school): The establishment of the teacher's model (pp. 309-362).Taipei, Taiwan: Xue-Fu.

6.Yang, C.-Y. (2018). The creation and development of Zhoushan model。In S. -C. Chou(Ed.), The history of social studies development(pp. 29-62). Taipei, Taiwan: National Academy for Educational Research.

Contact Information:

Phone: 886-8-7663800 ext 31001, 31454

E-mail: jyh.yiing@msa.hinet.net  ; jyhyiing@mail.nptu.edu.tw