本研究擬探討十二年國民基本教育下的國語文素養教學課程的發展原則。《十二年國民基本教育課程綱要總綱》揭示，實施「素養導向」教學是主要方針之一，因此，各領域綱要在此原則之下制定課程目標與學習重點，期以在基本教育階段落實素養導向的教學。在國語文領域，「素養」的討論與實徵研究的發展因為受到PISA與PIRLS兩項國際成就測驗的影響，早在九年一貫時期即已開始，且多以提升學生的「閱讀素養」為主題。然而，這些論述的成果一直到新課綱草案出來之前，均未被有系統地納入國家正式課程當中。因此，為了成功實施素養導向教學，本文分析107國語文課程綱要草案的特色，並據此提出國語文課程應發展的語文素養以及課程發展原則，以建構未來國語文素養導向課程的理想樣貌。本文提出素養導向的國語文課程內涵應反映語文學習歷程的差異性、語文學習媒介的多元化、語文學習情境脈絡與文本探究能力的相互連結，以及重視實踐的學習態度，以建立重視教學目標、教學實施及教學評量之間的有效連結。

The article focused on the core issues of developing literacy-based curriculum in Mandarin education regarding to the implementation of 12-Year Basic Education Curricula. In the past 10 years, the discussions of “literacy” emerged rapidly and became one of the main research topics in the fi eld of Mandarin Education, owing to our participation on the PISA and PIRLS. Until now, many studies focused on promoting young readers’ reading literacy have created profound pedagogical discourses of literacy. However, it’s not until the new curriculum guidelines the Taiwan government formally adopted the discourses of literacy education in the documents of national curriculum. Hence, to start over the discussion of literacy education in our school systems, content analysis of new curriculum guidelines of Mandarin and a brief review of discourses on “literacies” and “competences” in fi rst language education were demonstrated to reveal the characteristics of literacy-based curriculum in the future. Also, the educational theory of M. A. K. Holliday has been introduced as one of the suggested theoretical backgrounds of curriculum development in language class. In the end, the article suggested that the literacy-based pedagogy in Mandarin should consider the processes of language learning, which includes the ways that language learners engaging with texts to process inner and outside cognitive activities; the contexts that the language learners to use texts; the medium of the texts; and the right attitude to use texts regarding to variety of social and cultural contexts.