Abstract
This paper is the report of designed-based research focusing on the importance of repetitive revision cycle of learning design in educational practices. It deals with a Story-centered curriculum (SCC), which is new to domestic practices, to seek application possibility of SCC, in order to clarity findings from evaluation and revision of first tryouts. It is confirmed that scheduled revision not only facilitated reflection of the providers of the practice, but also learners' deeper understanding of the contents. Thus, both learners themselves and the community of learners were confirmed. This report deals only the first two years of practice, evaluation, and revision of the new approach. In order to assure wider application of the approach, it is necessary to sum up the results in the form of design principles, by reflecting the voices of learners, as well as the evidences of learning.
