本文回顧了九十年代亞洲各國的教育改革。總括而言，亞洲國家近年的教育檢討都提出了很多共同問題。例如: 教育制度過於僵化、未能適應急速發展社會的需要、教學過於考試主導、未能發展創新精神和實踐能力、教學過程缺乏彈性、未能適應學生個體的個別需要、傳統科目界限深嚴、未能融合新社會帶來的新知識、教育過於偏重智向、教與學的經驗單一而缺乏多元化、學習目的偏工具化、 缺乏人性化和終身學習的內驅力。面對這種種問題，亞洲各國的教育改革均著重培養新一代的創造力，學生的個性發展，以及面對急變社會所需要的適應能力和應變能力等等。要培養適應新社會的能力，亞洲各國均不約而同地強調教育的改革應朝向多元化、全球化、以及靈活多變的方向發展。另外，由於變化太快，新時代要求學生必須擁有終身學習的態度和能力，才能與時並進，適應新生事物，對不停變動的社會作出貢獻。教師面對這種新的教育局面，也需要有新的教學態度和能力。本文特別指出教師在這個新的時代需要意識到自己不單只是一個施教者，同時也是一個學習者。更重要的是，在這個新的時代，教師與學生應該共同追求成為知識的創造者，不再在教與學的過程中扮演著被動的角色。唯有這樣，我們才可以真的培養出這個時代所需要的創造力。

This paper is a review of the education reform of Asian countries in the 90s. In short, the problems raised by the Asian countries in their recent education reforms have many common features. For instance, the ossified education system fails to meet the demands of rapid social development; the exam-led teaching mode fails to promote creativity and self-actualizing among students; the inflexible teaching process fails to adjust according to individual needs; the boundary of traditional subjects fails to incorporate new knowledge of the new society; the predominantly intelligence-based education fails to multiply and diversify learning experiences from a single monotonous form; the mechanic perception of learning objectives lacks humanitarian perspectives and fails to trigger the inner drive of lifelong learning. To address this whole series of problems, the Asian countries have made clear in their education reforms that the focus should be put on fostering the creativity of the new generation, the development of individual students' personality and their aptitudes to adjust and adapt flexibly to the eve r-changing society, etc. The adaptability of the new society could be nurtured, as Asian countries coincidentally agreed, by placing the stress on the education reform development towards multi-dimension, globalization and resilience. In addition, amidst the rapid change of the new age, students are required to acquire life- long learning attitudes and aptitudes so as to keep abreast of times, adapt to new things and constantly contribute to the ever-changing world. Therefore, teachers, when facing the new education arena, have to acquire new teaching attitude and ability. This paper particularly points out that teachers of the new age have to be aware of their roles not only as facilitators in teaching, but also as learners themselves. More importantly, in the new age, both teachers and students have to become creators of knowledge and should not play a passive role in teaching and learning process. Only in this way we could genuinely nurture the creativity needed for this age.