核心素養的課程理念分析與課程理論研

A Research on Core Competence Regarding Its Curriculum Concept and Curriculum Theory

本文旨在進行「十二年國民基本教育」課程綱要「核心素養」的課程理念分析與課程理論研究，課綱的「核心素養」是指個人為了健全發展，並發展成為一個健全個體，須透過教育而學習獲得因應現在與未來社會生活所不可欠缺的知識、能力與態度，可建構個人、群體與全球人類生活的幸福感，此種「課程即核心素養」之課程理念，將「核心素養」視同十二年國教課程改革DNA，以「核心素養」做為各教育階段及各領域/科目的課程設計「核心」，可強化教育階段之間的課程連貫，以及領域/科目之間的課程統整，可重新建構「核心素養」的課程概念與課程理論，一方面呼應國際組織倡導核心素養的研究因應21世紀人類社會智慧生活所需核心素養之人才培育；另一方面，也呼應重構主義重新建構「核心素養」的課程理念與課程理論，可對未來課程研究提供新的課程研究想像。

Core Competence-based National Basic Education Curriculum Reform in Taiwan has gone for many years with its core competencies framework finalized as The Curriculum Guidelines of 12-Year National Basic Education: General Guidelines published by the Ministry of Education in Taiwan on November 28, 2014. Placed in the context of globalization and localization, this paper examined Taiwan’s core competence curriculum reform regarding its curriculum concept and curriculum theory from Reconceptualism perspective. Firstly, the author argued that core competencies play a key role in the 12 Year National Basic Education Curriculum Reform in Taiwan. The concept of core competencies in 12-Year Basic Education emphasizes lifelong learning. These competencies were divided into three broad dimensions, namely, autonomous action, communication and interaction, and social participation. Each dimension involved three items. Autonomous action entailed physical and mental wellness and self-advancement; systems thinking and problem solving; and planning, execution, innovation and adaptation. Communication and interaction entailed semiotics and expression; information and technology literacy and media literacy; and artistic appreciation and aesthetic literacy. Finally, social participation entailed moral praxis and citizenship; interpersonal relationships and teamwork; and multicultural and international understanding.