從新課綱素養導向教育談終身學習的理念與實踐

Research on Lifelong Learning from the Perspective of Competency-based Instruction: A Comprehensive Study of Theory and Practice

1998 年，教育部明訂為「終身學習年」；同年 3 月，提出「邁向學習社會白皮書」，此舉奠定了我國終身學習的重要里程碑，同時標誌著我國社會從「社會教育」的時代，正式轉型到「終身學習」的時代。 復以 2021 年，教育部研訂「學習社會白皮書」，希冀以政府之力，提升國家競爭力，建設美好的社會。 此處，學習社會白皮書所謂的「終身學習」，包含了個人、家庭、組織及城市四個層面；其中，個人層面的目標，在於「培養終身學習者」， 吾人或可謂 ，欲成就學習型社會，首先得涵養具有終身學習能量的個人，而這正是十二年國教新課綱課程改革的主軸－－素養導向教育的核心素養。 本文擬從新課綱 素養導向教育的視角試論 新課綱核心素養 的養成 如何從教育現場，落實 「終身學習」 教育政策 的理念與實踐。

The Ministry of Education (MOE) specifically designated year 1998 as “Lifelong Learning Year”, and published the “White Paper towards a Learning Society” on March in the same year, thereby signaling Taiwanese society is undergoing the transformation from the era of “social education” toward the era of “lifelong education”. In 2021, MOE further promulgated the “White Paper on Learning Society”, with the purpose of improving the nation’s competitiveness and building a better society. The concept of “lifelong learning” presented in the “White Paper on Learning Society” includes four categories: individual, family, organization, and city. The target of personal lifelong learning lies in “cultivating a lifelong learner”. That is, to establish a learning society, it is imperative to nurture every individual growing with the power of lifelong learning, which is the central theme of education reform in the new curriculum for 12-year basic education. This article aims to discuss the idea and practice of lifelong learning theory from the perspective of core competencies in the new curriculum.