在關鍵時期，對症下藥的政策可以改善原有的課程與教學問題，開展創新的局面，但時機不對的政策卻可能製造紛擾。配合十二年國民基本教育的實施，自2013年正式啟動新課程綱要修訂，新課綱訴求「適性揚才」之理想，以「素養」取代「基本能力」以引導十二年課程的一貫性。研究者觀察課程綱要修訂之紛擾狀況，指出此課程政策之理念與論述雖佳，但此時全面修訂中小學課綱，反而重開科目與時數爭奪的戰場，模糊課程與教學革新的方向，無非治絲益棼。研究者認為，課程政策應以學校課程與教學的永續革新為使命，大規模的課程修訂導致各層面過度動員，反而容易產生負面效應。對於保守性格強烈的學校教育文化而言，斷續漸進的策略或許更能收水到渠成之效。

Curriculum policy could be the force to drive or destruct the curriculum innovation. In the critical period, the right policy can improve the existing problems, to carry out a new phase. However, the wrong-timing policy would bring troubles. With the implementation of twelve-year compulsory education, the ministry of education started to revise the curriculum guideline in 2013. The new guideline proposes the vision of “the adaptive education to achieve talent development”, and the idea “key competencies” to guide the grade 1-12 curriculum toward coherence. In spite of the great ideal, due to the wrong timing, the action of revising curriculum guideline opened the battlefield of subject hours, and blurred the direction of education innovation. This article indicated that the large-scale curriculum reform may not be the best policy in the conservative education field. The piece-meal innovation engineering may incrementally improve school curriculum and teaching.