本文希冀建構十二年國教品德課程組織模式，主要目的在於探討品德教育在十二年國教課程改革中之理念與目標、組織方式、內容要項與可行做法，據以提供學界研究及政策擬定與推動之參考。研究方法乃藉由國內外文獻探討，透過專家諮詢座談、全國分區座談，以及研究團隊成員月會等加以形塑共識。研究結果如次：一、理念與目標：本文配合十二年國教課程改革重點，擬訂品德課程具體理念與十點目標。二、組織方式：本文主張品德課程應兼顧道德認知、情感與行動等面向，亦應兼具正式課程、非正式課程與潛在課程的特性，並與十二年國教課程綱要總綱中所列「道德實踐與公民意識」發揮相成效果。三、內容要項：本文將品德課程內容要項系統且周全列出，藉此可具體融入各科目/領域綱要，以強化品德教育在十二年國教推展中實踐的可行性與可能性。四、可行做法：本文提出「多元融入的品德課程模式」，期以配合十二年國教指引所列核心素養的達成，並確保品德教育在我國中小學教育階段可發揮教育實質功效。文末並提出若干結論與建議。

The aim of the present study was to construct the character and moral curriculum organization model for the 12-year Basic Education System, including the ideas and goals, patterns of organization, the key contents and practical models in order to offer suggestions on planning and implementation for academia and policymakers. A logical and thorough literature review was conducted and the data were collected by holding monthly meetings and a number of symposia nationally and regionally. The main findings and suggestions were as follows. First, clear ideas and ten goals of character and moral curriculum were proposed to meet the principles of curriculum guidelines for the 12-year Basic Education. Second, it was recommended that the character and moral curriculum should give consideration to various dimensions of moral knowledge, feelings and actions as well as formal, informal and hidden curricula to meet the key competence of “moral praxis and civic consciousness” suggested in the curriculum guidelines for the 12-year Basic Education. Third, it was also suggested that the contents of character and moral curriculum should be illustrated systematically and logically, and the themes could be fused into the guidelines of different subjects/learning areas in order to strengthen the practical implementation and the learning of character and moral education in the curriculum of the 12-year Basic Education. Finally, a “multi-dimensional curriculum infusing model of character and moral education” proposed in the present study should tie in with the goals for key competences of the Curriculum Guidelines of 12-year Basic Education to ensure the effectiveness of its implementation in the primary and secondary levels of education. Finally, numerous conclusions and suggestions were also made at the end of this paper.