如果從九年一貫課程綱要的國民「基本能力」轉變到十二年國民基本教育課程綱要的國民「核心素養」是一種概念重塑，則在學理上需釐清兩者的異同，且在課程發展的實務上更需要考量在技術面的操作，以及基層教師對於此項轉變的認知與實踐。本文首先探討「基本能力」與「核心素養」的定義，然後討論「核心素養」在課程發展的論述，最後反思從「基本能力」到「核心素養」課程發展之問題。

If the transformation of "basic abilities" of Grade 1-9 Curriculum Guideline to "key competences" of 1-12 Curriculum Guideline is some kind of re-conceptualization, first of all, the theoretical clarification of two terms is imperative; secondly, the development of domain-specific competences at the technical level is important; and finally, elementary and secondary teachers' awareness of and coping with this change will be focal at the school level. This paper aimed to clarify the lexical and theoretical implications of key competence. Then the discourses of curriculum on key competences are further examined. Some questions are raised concerning the implementation of key competences at various curriculum areas under the Grade 1-12 Curriculum Guideline.