素養教育的推動：論大學選才策略與教師素養課程設計能力兩大關鍵

The Promotion of Competency-based Education: On the Two Key Elements of University Strategies in Student Selection and Teachers’ Ability in Competency-based Curriculum Design

隨著二十一世紀人類生態環境的丕變，素養教育已成為各國教育的課程目標，也是不可逆的教育主流與方向。素養是一種植基在知識、技能、態度價值觀的建構，並能順利處理事情的綜合性能力。而素養教育的綜合學習表現和成果，最常使用的方式是規劃一項素養任務做為架構各項學習活動和評量的主軸。然而推動十二年國教的素養教育，需要全民的共識和相關部門的互相配合等多種管道一起進行連結，才能看見成效。本文僅針對兩個影響素養教育能否成功的重要環節，包括大學的選才策略、其與素養教育之連結和教師的素養課程設計能力三個面向，進行討論與連結，同時也對素養教育的實務操作與政策規劃提出建議。

"With the vast human ecological changes in the 21st century, competency-based education has become an irreversible mainstream and educational direction in many countries. Competency is defined as a comprehensive ability that builds on knowledge, skills, attitudes, and values, and to handle things smoothly. Competency assessment therefore is the comprehensive learning outcomes of knowledge, skills, attitudes, and values and results of competency-based education. The most used method of competency-based education is to plan a competency task that serves to integrate various learning activities and assessments for the learning. However, the promotion of K12 competency-based education requires the consensuses of stakeholders and the partnerships of relevant governmental sectors. For the purpose, the article discusses and links two vital components, including university strategies in student selection, its connection with competency-based education, and teachers’ ability in planning and implementing competency-based education. The article also makes suggestions to practical operations and policy making."