本文旨在說明十二年國民基本教育綜合活動領域素養導向教學設計的內涵、原則與方法。綜合活動領域課程架構為三大主題軸及12個主題項目，不僅呼應十二年國民基本教育的理念與精神，也符應培育21世紀人才的國際趨勢。面對十二年國民基本教育新的教育改革，綜合活動領域教師在進行教學設計時，要能體現「自發、互動、共好」素養導向的特色，深入理解核心素養，掌握學習重點，融入相關議題，整合認知、情意與技能的教學設計，並從真實情境脈絡中，培養學生探究問題、自主學習的能力，以增進學生價值探索、經驗統整與實踐創新的素養。教師選定單元主題，配合總綱核心素養及領綱核心素養具體內涵，規劃單元架構並擬定單元學習目標。在設計學習活動時，要考量核心素養的精神，使目標、教學與評量三者一致，以確保學生學習品質，進而豐富與落實十二年國民基本教育綜合動領域素養導向的教學與學習。

This article demonstrates the principles and cases of teaching design for cultivating key competencies in the integrated activities curriculum that will be implemented in 12- year basic education. The structure of the reform curriculum consists of three principle axes and 12 main topics that correspond with the ideas of and the essences of 12-year basic education as well as with the international trends of developing the future civics. When designing teaching materials, the integrated activities teachers should deeply understand the key competencies proposed by the reformed curriculum and embody the characteristics of spontaneity, interaction, and common good that emphasized by 12-year basic education. The teachers also should master key learning items and integrate cognition, affection, and skills to design teaching materials. In addition, when compiling the teaching materials, related issues are required to take into consideration. The teachers are expected to cultivate their students’ abilities to explore problems in realistic context and encouraging their students to engage in autonomic learning with an aim to enhance the students’ competencies of value exploration, integrated experience, and practical creativity. The teachers refer to the key competencies of the general curriculum guidelines and the key competencies of the integrated activities curriculum guidelines to decide the topic of a learning unit and to construct the framework and the goals of that. When designing learning activities, the essences of the key competencies are expected to take into consideration that integrates learning goals, teaching, and assessment to ensures the quality of learning. The implementation of fore mentioned principles and practices conclude to enrich and embody key-competencies based teaching and learning.