本文旨在說明十二年一貫課程是十二年國民教育的重要內涵，我國教育部除應積極修訂「國民中小學九年一貫課程綱要」、「普通高級中學課程綱要」、「綜合高級中學課程綱要」、「職業學校群科課程綱要」之外，應該首先針對國中小九年一貫課程的基本能力加以檢討，並參考歐洲聯盟（European Union）「經濟合作與發展組織」（Organization for Economic Co-operation and Development），透過「能力的界定與選擇：理論與概念的基礎」（Definition and Selection of Competencies: Theoretical and Conceptual Foundations），進行基本能力的研究，探討我國國民應具備的基本能力，以建立十二年一貫課程的理論基礎，並據此進行十二年一貫課程改革的規劃、設計、實施、評鑑，作為推動十二年一貫課程改革之參考。

In this article, the author argues that the Curriculum Reform of Grade 1-12 is an important content for Grade 1-12 National Education Reform in Taiwan. The government in Taiwan should revise the Grade 1-9 National Curriculum Guideline and the high school curriculum guideline. The Ministry of Education could also take research experience from “Definition and Selection of Competencies: Theoretical and Conceptual Foundations”, an OECD’s research project, and conduct a research on key competencies in Taiwan in order to establish a rationale for the Grade 1-12 Curriculum Reform. The author also suggests that the Ministry of Education in Taiwan should continue the Grade 1-12 Curriculum Reform based on the coherence of curriculum research, planning, design, implementation and evaluation.