本文旨在論述K-12課程改革可由過去國民中小學九年一貫課程所強調的「基本能力」加以升級轉型成為「核心素養」，特別是可透過幼兒園教育階段、初等教育階段、前期中等教育階段、後期中等教育階段的垂直連貫，培養我國國民所需的「核心素養」，改變「國民核心素養」，提升「國民核心素養」。本文首先界定「國民核心素養」的教育意涵，再指出「國民核心素養」三維九軸與四個階段之連貫體系，可做為未來K-12課程改革的課程架構主軸，展現出「國民核心素養」具有「終身學習者」的三維九軸型態，特別是「自主行動」、「溝通互動」、「社會參與」三維面向下之「身心素質與自我精進」、「系統思考與解決問題」、「規劃執行與創新應變」、「符號運用與溝通表達」、「科技資訊與媒體素養」、「藝術涵養與生活美感」、「道德實踐與公民意識」、「人際關係與團隊合作」、「多元文化與國際理解」等九軸內涵，更展現出「終身學習者」在幼兒園、國小、國中、高中職垂直連貫之姿。換言之，就課程改革政策而言，K-12課程改革可透過幼兒園教育階段、初等教育階段、前期中等教育階段、後期中等教育階段的垂直連貫，培養「國民」都須具備的「核心素養」，改變「國民核心素養」，提升「國民核心素養」。

The paper defined the concept of national core competencies and outlined a three dimension structure of "act autonomously," "communicate interactively," and "social participation" as a reference framework regarding national core competencies. Author outlined a nine theme domain of "body fitness and self-improvement "system thinking and problem-solving," "plan execution and creative change," "symble application and communication expression," "technology information and media literacy," "art appreciation and life aesthetics," "moral praxis and citizen consciousness," "interpersonal relationship and teamwork collaboration," and "multi-culture and international understanding" as a reference content regarding national core competencies. Finally, the author argued the importance of changing national core competencies via a K-12 curriculum reform regarding "kindergartner stage," "elementary education stage," "lower secondary education stage," and "upper secondary education stage" .