十二年國民基本教育課程提出「核心素養」做為課程發展之主軸，並預計於2018年實施。為能順利推展新課程，教育界紛紛投入素養導向的課程與教學研發，包括素養導向的教材、教學及評量等。本文藉由文獻分析科學素養內涵的發展趨勢，以及探討自然科學課程設計的概念，提出以科學素養做為課程目標之五項課程與教學實踐概念，構建科學素養導向教學研發之理念。藉由理論引介、教學試行、課後討論反思、分析討論紀錄，以「熱」單元為例，提出科學素養導向「教學設計原則」，包括：一、掌握大概念／關鍵概念，提出核心問題；二、協助學生「看見」自己的學習，自我監控學習歷程與結果；三、多元學習模式，豐富學習經驗；四、鷹架協助，轉化獨立探究學習；五、多元的形成性評量。希冀拋磚引玉，促進教師掌握教學設計原則，研發自我的素養導向教學模式。

The 12-year Basic Education Curriculum of Taiwan has adopted “Core Competency” as its developmental approach, with implementation planned for the 2018 academic year. Educators are exploring ways to enable a smooth transition, including the development of instructional materials, instructional methods, and assessment tools. This article discusses the design of science curriculum concepts based on a literature review of developmental trends in science literacy and curriculum design. It presents 5 aspects of curriculum and instruction in response to the new focus on science literacy development. The authors has produced a science unit on “heat transfer” based on the 5 aspects presented above. This unit was developed as a team effort that included preliminary theoretical discussions, several iterations of trial teaching, each followed by refl ective group discussions. The paper ends with 5 instructional design principles: 1. Grasping big ideas and asking essential questions; 2. Helping students “see” and monitor their own learning processes and outcomes; 3. Developing multiple teaching/learning models and fostering rich learning experiences; 4. Scaffolding to enable independent inquiry learning; and 5. Developing multiple formative assessment tools. We hope our efforts will stimulate more research and development to help teachers grasp instructional design principles that enable science literacy based instruction.