「全人教育」(holistic education)主張教育應回歸整全的、全人的、有機的..等自然的本質，視學生為完整的個體，以充分發展學生潛能及培育完整個體為目標，重視教育要素的平衡(balance)、各種關係的關聯(connection)以及教育取向的綜納(inclusion)，受到國內外的重視。臺灣自108學年度，從不同教育階段（國民小學、國民中學及高級中等學校）的一年級起逐年實施「十二年國民基本教育課程」（簡稱十二年國教）。新課程以「核心素養」(core competencies)作為課程核心，包括「自主行動」、「溝通互動」及「社會參與」等三大面向、九大項目，冀望藉以培育健全國民與終身學習者。本文採文獻分析法，首先探討全人教育的意義及內涵，繼而探究核心素養在十二年國教課程的內涵及角色，最後分析全人教育之重要意涵對十二年國教核心素養課程的啟示。

The "holistic education" advocates that the education should return to the total, holistic, organic nature, etc., and treats the students as the complete individuals, with the goal of fully developing the students' potential and cultivating the complete individuals. It lays stress on the balance of educational elements, the connection of various relationships, and the inclusion of educational orientations, which have been valued at home and abroad. Since the 2019 school year, Taiwan has implemented the "12-year Basic Compulsory Education " (referred to as the 12-year Basic Education) year by year from the first grade of different education stages (elementary school, junior high school and senior high school). The new curriculum takes the "core competencies" as the core of the curriculum, including the three major aspects of "autonomous action", "communication and interaction" and "social participation", and nine major projects, hoping to nurture the sound citizens and lifelong learners. This article adopts a literature analysis method to first explore the meaning and connotation of holistic education, then explore the connotation and role of core competencies in the 12-year Basic Education curriculum, and finally analyze the inspiration for the 12-year Basic Education core competencies curriculum by the important meaning of holistic education.