The purpose of this paper is to probe the basic idea, implementation and future of the Grade 1-9 Curriculum policy from the viewpoint of social reconstruction. The conclusions are as follows: First, at that time the participants’ actions in curriculum design closely meet the social reconstruction. After the analysis of the Grade 1-9 Curriculum Guidelines, it seems that the competence criteria speak of social reconstruction, but they are actually for improvement, not for transformation. Moreover, the practice of the social elements in the Grade 1-9 Curriculum mainly depends on school-based curriculum development. On the other hand, there were many criticisms of the new curriculum policy. This study tried to find a balance. At the end, the authors of this paper propose five suggestions to improve the curriculum policy.