"Curriculum Guideline for Elementary and Junior Education: Grade l-9", published by Ministry of Education on Sep. 30,1996, decided to infuse some significant issues, such as gender education computer technology, environmental education, human rights, etc, into the seven learning domains (MOE, 1998). According to the policy, the researchers plan to infuse the concept and content into the curriculum guideline, and develop the basic competency indicators in order to realize the idea of gender education. This article, firstly, discusses the process of developing curriculum goal and core content of gender equity education in the grade 1-9. Then, the analysis of the documents, related to multicultural curriculum and curriculum design model, will enlighten the orientation of curriculum reform of gender equity education. Finally, discussion will be focused on how to infuse grade 1-9 competency indicators into every discipline to construct the basic theory of gender equity awareness. In conclusion, the most significant point of curriculum reform: grade 1-9 is to infuse some issues into the curriculum, including environmental education, gender education, human right and computer technology, etc. It implies that the authorities begin to take marginal and minority groups into consideration. However, facing the curriculum reform, rooted with the nature of "post post-modernism", "counter-text", the researchers have complex reactions toward this change. It is pleasing because the gender equity education can be involved in the curriculum change; on the other hand, worry exists because if the infusion curriculum lacks the interpretation of inter-subjectivity, the quest for "curriculum transformation" will be gone with the wind. During the process to construct learning competency indicators, the researchers conclude the following suggestions: (1) The meeting of curriculum reform decides to demonstrate the six important issues independently in the curriculum guideline, including basic concept, curriculum goal, grade competency indicator, the correspondence between grade competency and seven basic competency, core units, curriculum plan examples, and features of implementation. Though the knowledge of discipline can be more specific, the model of curriculum development will be turned back to "additive approach", losing the spirit to construct concepts or themes from diverse cultural perspectives to transform the structure of curriculum goal. (2) Teacher cultivation should adjust in advance to correspond to the curriculum reform. Therefore, some of the departments have to establish programs of cross-discipline or integration disciplines (such as. Science and Tech- Health and Physics), in order to cultivate professional teachers after the year of 2000. Gender education, environmental education, human rights education, computer technology education can be included in the curriculum, too. (3) The authorities plan to choose some "experimental" schools to make experiment with the new curriculum; however, as for the learning competency indicator developed in each learning domain wants systematically experimental studies and various collection of opinions from other people. Though the researchers are composed of different gender, education and women organizations that can provide valuable opinions, and strive hard to continuously revise the grade 1-9 competency indicators with teachers in the elementary and junior schools, it is still necessary and urgent to assess learners' competency in advance.