本專案研究主要探討十二年國民基本教育後，生命教育融入學前與國小階段課程的核心素養與組織方式。本文首先分析國內目前生命教育的概況，其次探討國外推動生命教育情況，並分析國小階段生命教育的理念與內涵及十二年國教與生命教育的關係，最後提出十二年國民基本教育實施後國小階段的生命教育核心素養內涵與組織方式。本研究採用文獻分析、專家會議、焦點座談及分區座談等方法，最後提出以「全人教育」為生命教育的核心素養架構，包括「方法與基礎」、「人生三問」兩大向度，再開展出「哲學思考」、「人學圖像」、「終極關懷」、「價值思辨」、「靈性修養」五大「核心素養層面」及十五項核心素養項目。而生命教育的課程組織方式，考量學前及國小階段目前並無生命教育課綱及專任師資條件下，採用融入式方式將生命教育核心素養融入各學習領域中而不單獨設科。

　　This project was intended to construct the key competences and ways of curriculum organization of life education in early childhood and elementary schools. Our literature review consisted of the introduction to the current conditions of life education in early childhood and elementary schools, the description of life education in foreign countries, the main ideas and key competences of life education and the analysis of Twelve-Year Basic Education in terms of life education. Research methods including literature review, panel meeting, focus group interview, and regional forums were adapted. The results were as follow：(1) the key competences of life education consisted of 5 core competences dimensions(Philosophic Thinking, Profile of Human, Ultimate Concerns, Value Speculation, Spiritual Cultivation) and 15 core competences contents based on the main ideas of Holistic Education (2)the way of organizing life education curriculum in early childhood and elementary schools was integration.