本研究旨在探討「核心素養」研究與課程設計的新進展，論述核心素養在臺灣十二年國民基本教育課程改革的角色，指出核心素養能培育健全國民與終身學習者，可做為各領域／科目垂直連貫與水平統整課程設計的組織核心。「國民核心素養」係指每一個國民都需具備的核心素養，具有「自主行動」、「溝通互動」、「社會參與」之多元面貌。國民核心素養具有橫跨各種多元社會場域與領域／科目之廣度，可由各領域／科目共同實踐，是跨越個別領域／科目的，可打破單一領域／科目的傳統疆界，且各領域／科目強調的核心素養特色仍有不同，並非每一領域／科目都需包含「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」、「藝術涵養與美感素養」、「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」等所有九軸國民核心素養。國民核心素養是十二年國民基本教育所有領域／科目之核心，可由各領域／科目共同實踐，強調不同領域／科目都有責任，且可共同合作培養國民核心素養。

In this paper “Recent research and curriculum design of National Core Competencies in 1-12 National Basic Education Curriculum Reform in Taiwan”, the author argued that national core competencies play a key role in 1-12 National Basic Education Curriculum Reform in Taiwan. The author first outlined a three dimension structure of ‘act autonomously’, ‘communicate interactively’, ‘social participation’ as a reference framework regarding core competencies. The author then outlined nine themes of “body fitness and self improvement”, “system thinking and problem-solving”, “plan execution and creative change”, “symbol application and communication expression”, “technology information and media literacy”, “art cultivation and aesthetic literacy”, “moral praxisand citizen consciousness”, “interpersonal relationship and teamwork collaboration”, “multi-culture and international understanding” as a reference content regarding core competencies. Finally the author argued that national core competencies should be the core of each learning area/subject in 1-12 National Basic Education Curriculum Guideline in Taiwan.