本研究旨在探討在十二年國教課程改革下，參與前導學校推動的教師對於十二年國教課程的「知」與「行」。研究者以新竹縣一所前導學校做為研究個案，透過蒐集教師的教學設計、學生的作品及相關訪談資料來進行文件分析與檢證，期能以前導學校的教師觀點整理出國小教師在進行十二年國教課程時在認知上的調整與試行的歷程。研究發現，教師在參與十二年國教課程時，在「知」的方面，首先意識到學習主體的改變，並從讀懂總綱開始去了解核心素養的定義，掌握自發、互動、共好的基本概念。而「行」的方面，則是將「知」的這些概念運用在教學之中，並運用以下四個原則來設計素養導向的教學：一、以學生為主體，真實情境做為教學素材；二、掌握大概念，提出關鍵問題；三、以終為始去思考學生的學習表現；四、設計兼具知識與趣味的教學活動。

This study aims to explore that under the reform of 12-year basic education curriculum, teachers in the pilot schools have their knowledge and their action of the 12-year basic education curriculum. The researcher finds a pilot school in Hsinchu County as a case. Through the collection of teachers’ teaching design, students’ work and relevant interviews, this study aims to organize the process of knowledge and action in 12-year basic education curriculum by the teachers’ viewpoints. The study found that when participating in the 12- year basic education curriculum, in the aspect of “knowledge”, teachers should be aware of the change of learning subject and understanding the defi nition of competence from the general guideline for curriculum of the 12-year basic education and predominate the basic concepts: spontaneity, interaction and be good together; in the aspect of “action”, the concepts of “knowledge” must be applied in teaching and practice the four principles in competencebased teaching as follows: 1.take students as the main body and the real situation as the teaching material; 2. know well the main concepts and present the key issues; 3. think about the students’ performances by beginning with the end in mind; 4. design the knowledgeable and interesting activities.