本文旨在探討未來施行十二年國民基本教育課程，如何進行國民核心素養的課程轉化，並鼓勵教師透過教學實踐智慧進行國民核心素養的課程轉化。國民核心素養是達成國民教育目的，亦為建立十二年國民基本教育課程目標之重要來源。基此，本文藉由探討國民核心素養及課程轉化理念，提出國民核心素養之課程轉化意涵。未來研擬十二年國民基本教育課程綱要時，可以透過不同之公開宣傳方式讓教師參與，避免由學者的理念課程轉化為行政決定的官方正式課程、與教師的知覺課程及運作課程產生不當的落差；並以此建議教師基於轉化的知識份子之身份，藉由發展教學實踐智慧進行課程轉化，以落實十二年國民基本教育課程之實施。

Since the upcoming “12-Year National Basic Education Curriculum” aims at infusing key competencies of citizens in Taiwan, this study investigated how this educational reform could cultivate key competencies of students in cognitive, affective, and psychomotor domains. Results of this study would not only provide educational researchers and teachers a deeper understanding about the ideas of curriculum transformation, but also narrow the gap between curriculum decision makers and the implementation of teachers. Different public promotion approaches could be adopted to avoid the situation where only scholars and decision makers were involved in the proposition of ideal curriculums. This might be a factor contributing to the gap between official curriculum standards, derived from concepts proposed by scholars, and the practical curriculum implementations perceived by teachers. Thus, this study advocated the development of teachers as transformative intellectuals, who apply the pedagogical phronesis to successfully implement curriculum in teaching after transforming the key competencies of citizens in Taiwan.