本文主要目的在討論十二年國教課綱中的「道德素養」內涵，並從傳統儒、釋、道三家的生態智慧出發，思考新課綱中生態道德教育的相關問題。首先，爬梳課程綱要總綱的文本，評析「道德素養」於十二年國教課綱中所扮演的角色，並說明十二年國教的「生態道德素養」內涵，分析其優點與可改進、補充之處。第二部分，擷取儒、釋、道三家的生態智慧，說明其生態道德教育之觀點。第三，藉由傳統文化的生態智慧思維，本文試圖擴展十二年國教核心素養的深度與廣度，從儒家「志於道」之「自發」、道家「順應自然」之「互動」與佛家「同體大悲」之「共好」，詮釋十二年國教的核心素養，並從人與自然的關係，探討十二年國教生態道德教育的實踐。

The purpose of this article is to explore the significance of moral competencies in 12-year compulsory education curriculum guideline. Furthermore, ecological moral education is considered in terms of traditional ecological wisdom of Confucianism, Daoism and Buddhism. For achieving these purposes, first, the text of curriculum guideline is analyzed, with specific to competencies on ecological morality. The advantages and shortages are discussed. Second, the viewpoints on traditional ecological wisdom and their relations with education are expounded. Third, according to ecological wisdom of Confucianism, Daoism and Buddhism, meanings of core competencies in 12-year compulsory education are expanded and reinterpreted. Their practical aspects in curriculum guideline are discussed based on relations between humans and nature.