本研究擬透過文獻分析，解析日本近年有關素養內涵與學校教育實施策略構思相關之文獻。主要之研究目的有兩個面向：一、釐清日本素養的概念與內涵；二、掌握學校教育系統實施素養教育之內容相關構思為何。研究結果發現，日本素養的內涵具有多重意義，是一種複合的概念，包括了教養、教育、養育、培育、訓練、教化、文化、素質、人格、品行、道德、倫理、知識、智慧、學識等各種概念與意涵，且「素養的核心在於強調智慧和倫理的實踐」，而實踐智慧和倫理最有效率的方式是透過學校教育系統進行學習。在學童成長的過程和生涯發展中，可區分為幼、少年期（幼稚園、小學）、青少年期（中學、高校）、青年期（大學）及成人期（社會／職場）四個階段，每個階段相互連貫，不斷深化和內化，達成依據自己的思考來驅使自己的行動之目標，而其終究的目標是在完成個人具有自我反省與自我管理能力，以及實踐向善的行為。

This study analyzed the related journals and professional competences through competence analysis. At the same time through the Japanese government and its related advisory bodies and research units to analyze the connotation of Japanese competence and the tactics of implementing school education in recent years. The main purpose of the study has two aspects: 1. To clarify the concept of Japanese competence and content. 2. What are the relevant ideas for clarifying the content of the implementation of competences education in the school education system? The study found that the connotation of Japanese competence has multiple meanings. It’s a complex concept, including upbringing, parenting, nurture, training, enlightenment, culture, quality, personality, taste, conduct, moral, ethics, knowledge and wisdom. “The core of competence is to emphasize the practice of wisdom and ethics,” and the most effective way of wisdom and ethical practice is to learn through the schooling system. In the development of the growth and career development can distinguish between 1. juvenile (kindergarten, primary) stage; 2. adolescence (secondary, college) stage; 3. youth (university) stage; 4. adult (social/workplace) stages. Each stage is coherent and continues to deepen and internalize formed according to their thinking to drive their actions. The ultimate goal is to complete the individual with self-reflection and self-management ability, practice good behavior.