本文試圖整理日本在1980到2016年宣告結束的寬鬆教改運動對臺灣教改的啟示。日本寬鬆教育的方式與目的都相似於臺灣目前推行的教改運動，如減少上課時數、刪減內容、發展自主學習與學生天賦的主張。從日本教改的經驗中，某些學者提出對寬鬆教育的總檢討，認為日本政府的教改挫敗，反映日本教育體系與社會困境─無法從工業的知識累積社會轉型為資訊的知識演化社會。本文提出臺灣教改運動需要注意的事項，包含：一、建立長期學生學習狀況資料庫，避免一次性測驗失敗否定實驗教育成效；二、教改需要先鞏固學生基本知識，繼而發展適性天賦課程的順序，讓學生能適應知識演化社會；三、清楚說明實驗教育理念的目標，打造符合資訊演化的新世代學生；四、若進行混齡教學，需要具體描繪分科分齡轉換到混齡主題教學模式之作法，以減少實驗教育現場教師的憂慮。

his paper attempts to sort out the Japanese in 1980 to 2016 declared the end of the reform of education reform, names as a more relaxed education, for its implication in Taiwan. The way and purpose of relaxed education is similar to that of Taiwan’s current educational reform, such as reducing the number of hours in school, deleting content, developing independent learning and student talent. From the experience of Japanese teaching reform, some scholars put forward the general review of the liberal education, that the Japanese government’s educational reform is frustrated, refl ecting the Japanese education system. In addition, social difficulties could not be transformed from the accumulation of industrial knowledge into information knowledge evolution in current society. This paper puts forward the need to pay attention to the work of Taiwan’s reform movement, including the establishment of long-term student learning situation database, to avoid a one-time test failed to deny the effectiveness of experimental education. Secondly, teaching reform need to consolidate the basic knowledge of students, and then develop adaptive order. Therefore, students can adapt to the evolution of knowledge society. Thirdly, clearly explain the objectives of experimental teaching concept, to create a new generation of students in line with the evolution of information; Fourthly, if the mix of age teaching, the need to describe the sub-class transition to mixed age theme teaching mode in order to reduce teachers’ worries in the fi eld of experimental education.