國家教育研究院

　　為了因應未來十二年國教的實施，K-12 課程規劃的重要議題之一，乃是要兼顧共同能力、提供發展專長，並能夠有足夠的課程彈性，使學生試探瞭解自己的興趣、性向與能力。本研究透過從聯合國、歐盟與英美等國際觀的視野並考量本土化的情境脈絡，來探究後期中等教育階段的核心素養，希望釐清其概念與內涵，並進一步探究核心素養與現行各進路課程綱要之關係。本研究採用的研究方法包括專家諮詢座談、德懷術、以及學科專家諮詢等。研究結論有四：(一) 後中階段核心素養是各進路的共同基礎，並具三項特性；(二) 後中階段核心素養應包含三層面九項具體內涵，並具階段性的重點；(三) 後中階段核心素養與各進路課程與學科有符應關係，但亦有不足之處；(四) 後中階段課核心素養有賴課程實施，可透過八層面的措施加以落實。

　　For the implementation of the coming proposed 12-year basic education, one of the key issues for the K-12 curriculum planning is to consider both common requirement and specific specialist and to provide substantial curriculum flexibility for students' investigation on their own interests, careers and ability. This study aims to review international experiences on key competence and to reconsider local context in our own country for further clarifying the concept of key competence in the stage of upper secondary education. Research methods adopted in this study includes group interviews of specialist, Delphi technique, and consultation. Four conclusions could be draw and be summarized as follows. First, key competences for upper secondary education stage are argued as a common foundation for different pathways and are characterized of three features. Second, key competences for upper secondary education stage include nine components in three main aspects with features specific for this educational stage. Third, key competences for upper secondary education stage can be seen as relevant to the current curriculum guidelines for senior, vocational and comprehensive high schools. However, deficits could also be identified. Fourth, the implementation guidelines for key competences for upper secondary education stage could be grouped in eight aspects.