十二年國民基本教育課程指標體系指引，以核心素養做為課程架構，依此，自然科學領域將以科學素養做為領域之課程目標。儘管科學素養已經是大家耳熟能詳的語詞，但是，科學素養的內涵是什麼？教學實踐的路徑如何？還存在很多的疑惑。歷次的課程改革、課程目標的演變，意味著我們在當下對教育的期待。回顧臺灣四十餘年來，科學教育目標由知識概念、科學過程技能、解決問題能力到科學素養，在逐次的演替中，內涵逐漸地擴展。然而，課程目標的實踐需依賴教材、教學與師資專業隨之演替，九年一貫課程實踐策略，重心放在師資，卻遺漏了教材更須隨之改變。因此，本文嘗試由歷次課程改革下，國小自然科學教材的演變，其課程目標、教材設計所反映出之課程實踐的思維和問題，藉以提出科學素養為目標的課程實踐之建議。

Due to the guidance of twelve-year obligatory foundational education system, which based on core literacy as the framework of curriculum, natural science domain will let science education be the goal of courses in this domain. Even though we are familiar with the word "scientific literacy", we still have lots of doubts about it. What is the intension of scientific literacy? What is the pathway of teaching practice? Every curriculum reform or change of the curriculum goal meant the expectation we had towards education. Reviewing the last four decades, the purpose of science education has been changing from idea of knowledge to the science process skills to the problem solving ability and to the scientific literacy, in which the intension extended. However, the practice of the curriculum goal relies on the corresponding changing of the instructional materials, teaching, and the teacher profession. The practicing strategy of Grad 1-9 Curriculum focused on teachers and had missed the instructional materials need to be changed accordingly. This article tries to propose a suggestion that the scientific literacy as the goal of curriculum, according to the thoughts and problems of curriculum practicing from the curriculum goal and the instructional material design of the evolution of natural scientific instructional materials in elementary schools under every curriculum reform.